online class challenges essay

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7 top challenges with online learning for students (and solutions), share this article.

We'll discuss the biggest challenges of online learning and possible solutions to these problems to create a more impactful experience for students.

We live in a world where anything and everything you could ever want to know is ~ literally ~ at your fingertips. Thanks to the internet and the rapid growth of technology, online learning has never been more popular and effective. 

While there are some great perks associated with online learning, such as accessibility, flexibility, and affordability, that’s not to say that online learning doesn’t come with its downsides… online learning can be challenging to get accustomed to at first, and there are some obstacles that come with the territory. 

In this blog we will go into depth on the different problems encountered in online learning, and provide valuable solutions for the problems faced by students in online classes. This way, if you’re a teacher, you’ll know how to support students who are struggling. And if you’re a student, you’ll know what to do when you face challenges with online learning. 

Continue reading or jump ahead: 

• Types of online learning  

Synchronous learning

Asynchronous learning, microlearning, mobile learning (m learning).

• Gamification  
• Isolation  
• Lack of motivation 

Time management 

Distractions .

• Technical issues  
• Communication 

Personal barriers 

Overview of top solutions to overcome online learning challenges.

Check out: Thinkific Online Learning Trends 2024

What is online learning?

Before we dive into all of the problems faced by students in online classes, let’s go over exactly what online learning consists of, and break down the different types of online learning out there. 

Online learning – also commonly referred to as eLearning – has rapidly grown in popularity over the past few years, and eLearning is essentially any kind of learning you can do from your own device and an internet connection. The best part is that you can be anywhere in the world while learning online. 

Online learning has earned its seat in the education industry as it provides more accessibility and flexibility for students, allowing them to choose a learning style that works best for them. It can also be more cost efficient for both students and teachers, cutting back on the overhead expenses that are associated with in-person learning. 

Think of online learning as an umbrella term for all of the different types of eLearning out there. There are multiple ways in which you can learn or teach online, and there is no one right way to approach online education. 

Below we have listed some of the most common forms of online learning that are currently being offered. 

Types of online learning 

First off, there are two ways in which you can consume information online: asynchronous or synchronous learning. 

Asynchronous online learning involves a self-paced learning environment where learners can access the course material and complete assignments at any time and from any place in the world. This is a major appeal for most people when it comes to online learning. 

On the other hand, synchronous online learning is an interactive and live teaching style that mimics in-person instruction, and uses real-time participation and active discussions to facilitate learning goals, regardless of location. This is very similar to learning in-person, however with the added convenience of not having to leave your bed if you don’t wish to!   

Here are some other common forms of online learning: 

• Microlearning – Short-form lessons that mainly involve bite-sized, digestible content. The goal of microlearning is to focus on learning core concepts and theories, while consuming this information within 5 and 10 minutes for better understanding. This style of eLearning weeds out the fluff and unnecessary details, so that students can grasp key points more efficiently.   
• Mobile learning (M Learning) – The use of mobile technology like smartphones to facilitate  educational purposes. With M Learning,  students are able to learn on-the-go through videos, podcasts, and bite-sized lessons. Students are more likely to take up M Learning as it is flexible and convenient, and it’s easy to form a habit or routine this way. 
• Gamification – Involves the use of game elements in the learning process. Examples of this include point systems, leaderboards, and rewards to incentivize learning. This style boots student engagement and creates an immersive environment where learning doesn’t have to feel like a chore. 

Related: The Advantages and Disadvantages of Learning in Online Classes in 2023

Top challenges with online learning 

Now that we’ve covered our basis and explored the various types of online learning, let’s go deeper into some of the challenges faced with these specific modalities of eLearning. 

While distance education and short-form learning techniques have lowered costs, increased flexibility, and reduced the need for physical infrastructure for both students and teachers, it does not come without its downsides. Listed below are some common challenges with online learning. 

Synchronous learning is great for student participation, however there are some key challenges that are worth noting. This particular online learning style closely mimics in-person lectures, so for those who learn best in-person, this is your next best option as there is an emphasis on live lectures and student participation. 

However, synchronous courses don’t always have the flexibility that is often desired when it comes to online learning. In fact, it can be tough for those in different timezones to engage with this type of eLearning. It can also be difficult for some students to find a quiet and private environment to be fully engaged with lectures. As well, if there are any internet troubles, then you are potentially missing out on valuable class time, especially if lectures aren’t recorded.  

Asynchronous classes can be very similar to synchronous learning, just without the live “in-person” component. While there are deadlines and due dates to meet, students have more flexibility with how and when they learn, and can allocate their time in a way that works with their schedule. 

The top problem with asynchronous learning is the lack of personal interactions and peer-to-peer support. Another big challenge is that it can be tough to receive immediate instructor feedback or help – there will most likely be a d elay before an instructor can respond to a query, which negatively impacts the learning experience. Asynchronous courses are also known for having a lack of structure, which can make learning confusing and unmotivating for students.

Microlearning caters to those looking to quickly grasp the concept of a subject, and is generally for learners with limited time. Due to this time constraint, it is challenging to learn complex problems or skill development with microlearning. This limits microlearning to only a few concepts, or more of a surface-level learning experience. 

Microlearning also runs a high risk of fragmented learning if the course is not managed correctly, which can be frustrating for learners. Because of this, it can sometimes be a struggle to keep track of student success and progress with microlearning. 

Worldwide, there are approximately 6.94 billion smartphones – which means that M Learning is only increasing in popularity. The ability to learn from your smartphone is a huge breakthrough in the online learning industry, however there are some noteworthy challenges with this learning style. 

A major challenge is content compatibility. Most times, content created for eLearning doesn’t always smoothly transfer over to mobile devices, affecting both the student and instructor. In this case, content has to be refurbished or recreated so mobile learners can access it properly, which can be very time-consuming.  

Other challenges include small screens, difficulty reading text, and learner retention. M Learning typically produces ultra-short-form content, also making it difficult to learn in-depth concepts. 

Gamification 

Gamification learning uses play for educational goals, and many smartphone apps have mastered the art of game-based learning. While this is a fantastic short-form learning technique that is rapidly growing, some challenges include it being seen as “mandatory fun,” difficulty boosting user engagement, and misaligned motivation to earn rewards instead of retaining core concepts. 

Gamification can also be prone to technological issues such as accessibility, usability, and reliability – which can easily deter potential learners. 

Related: Top Advantages and Disadvantages of Mobile Learning

Problems faced by students in online classes

Now that we’ve gone over some of the problems encountered in online learning, let’s switch gears to the more specific problems faced by students in online classes. 

Noting these challenges will be beneficial for both students and teachers, which is why we will also provide some key solutions to overcome these challenges with online learning. 

Listed below are some of the most common challenges (and solutions) with online learning that students face: 

Humans, by nature, are social animals. One of the biggest obstacles to overcome with online learning is isolation – it can be incredibly lonely to enroll in an online course, and students can often feel disconnected from their peers and instructors. Although students sometimes get to interact with their classmates over Zoom or Google Meet, it is not the same as physical interaction.  

Feeling isolated can lead to students feeling disconnected from class, and they may not engage the way they normally would in an in-person setting. This is especially prevalent with asynchronous learning, where there is even less of a chance to interact with other students.

It’s easy to get frustrated when you can’t talk to your teachers and classmates face-to-face and voice the concerns you have immediately. However, there are things you can do to power through, including:  

• Find out if your course has a student support system in place. Some online courses have advisors who guide and support students throughout the duration of their online program .
• Check if your course offers networking opportunities for students. Some courses allow students to interact with their peers via chats and forums. It’s similar to interacting with classmates in a physical class, except it requires a little more effort to reach out. 
• Interact with your teachers and classmates during your online classes as much as possible. You can do this through social media outlets like Facebook groups and WhatsApp, email chat rooms, and classroom forums. To facilitate more interactions, be sure to ask lots of questions, organize group projects, and participate in discussions with your peers.

Combating isolation with online learning will take some effort on the students’ behalf, however once you’ve laid the foundation of pushing yourself out of your comfort zone to communicate with others, the rest will be easy! 

Online instructors, you can also help students overcome feelings of isolation by creating group projects and encouraging classmate interactions. As well, try to make yourself available at certain hours for students who want to reach you.

Lack of motivation

Feeling isolated also trickles into our next big problem that online students face, which is a lack of motivation to participate. Lack of motivation is a common issue amongst students. It requires a significant amount of self-discipline to learn online, and this is often a skill that needs to be consistently worked on. 

Due to a lack of face-to-face interaction, some students find it hard to focus during online classes. The physical absence of teachers or classmates takes away the sense of urgency to attend classes on time, meet deadlines, and make progress. This could lead to procrastination and declining grades. 

Staring at a screen for hours on end – even outside of online classes – can also deter learners from attending classes and completing their coursework in a timely manner. Learning online is not always as exciting as in-person lessons, so it can take a while to adjust. 

Here are some ways that students can increase their motivation to learn online and succeed academically: 

• Set realistic short-term and long-term goals to help stay on track with classes, assignments, and projects. To-do lists are great reminders for meeting deadlines, and crossing activities off a to-do list can be highly motivating.
• Reach out to a classmate (this also helps combating isolation) and hold each other accountable for attending online lectures, completing coursework, and finishing assignments and projects. 
• Practicing positive affirmations will help increase your motivation and drive to succeed with online learning. Giving yourself short pep-talk to affirm that you can do whatever you set your mind to will help keep you on track during tough times. 
• Regularly participating in class can provide a sense of belonging that keeps you motivated to continue learning. Ask questions, share your opinions, and engage in healthy debate. 

Teachers can also incorporate gamification in their online courses to motivate their students to attend and participate during online classes.

It’s hard enough to juggle your normal day-to-day activities without being a student. Adding online learning into the mix can make it even more of a challenge to navigate all these responsibilities. 

While online learning provides students with unparalleled flexibility to do other activities, the tradeoff is being able to manage your time in a responsible and effective manner. It can be extremely easy to fall into the habit of letting things slip, and before you know it you’ll be struggling to keep up with your online course. 

Time management is an important skill that helps students stay focused and disciplined – keeping your priorities in line will help you not only with online courses, but in all aspects of your life. 

Here are some ways to manage your time better for online classes: 

• Set a schedule and stick to it. This will help build discipline and keep yourself accountable. Make sure to include lots of mini breaks so that you don’t exhaust yourself!
• Create a priorities list, and work from most to least important. With time, this habit will increase your overall productivity.
• Set early deadlines so that you’re not scrambling to stay on top of your assignments. 
• Break tasks into smaller chunks instead of trying to complete them all at once. Trust us, your brain will thank you!

Teachers can also try to make it a priority to check-in on students, especially with asynchronous learning.  

We all know how easy it is to become distracted, nevermind learning online at home with ALL the distractions that you could ever imagine present! It takes some serious dedication and commitment to work successfully from the comfort of your own space. 

Along with in-person distractions, such as your TV, bed, making food, or roommates, there are also online distractions to be wary of. As wonderful as the internet is for learning purposes, it also comes with constant notifications from blogs, videos, and social media platforms. This can easily distract students from their classes and assignments, and it’s dangerous territory for falling into that rabbithole of mindless scrolling. 

If you’re getting distracted by your surroundings or procrastinating with social media, here are some things you can do to focus: 

• Dedicate a quiet area of your home that is free of distractions. This will help focus your mindset on the task at hand, which are your online classes. 
• Turn on social media blockers during classes and when you are working on assignments .
• Tell people around you about your daily schedule. You become more accountable when you tell others about your commitments and plans. Think of these people like human alarm clocks. 
• Leave your phone (and any other distractions) in a different room while you complete your coursework. You will feel less compelled to procrastinate, leaving you with a more efficient study sesh. 

If you are an instructor, you can help combat any learning distractions by using a dynamic learning design to make classes engaging for students . Encouraging your students to build things, take surveys, and have debates can help them concentrate more on their studies.

Technical issues 

Technical issues are the culprit of disengagement for online learning. Learning online requires teachers and students to understand how to use multiple forms of technology – some of which have steep learning curves.

From low internet bandwidth, spotty reception, and video glitches (to name a few), these issues disrupt the flow of learning and make it a tedious task.

With online learning, students need to find proactive ways to become their own IT department, as technological assistance may not always be available right away. 

To reduce technical issues that students and teachers experience during online classes, here’s some preventative measures to take: 

• Before enrolling in an online class, students should check if they have access to the necessary technology they need to succeed at home. If they don’t, they should check if the school offers technical help (via phone, email, and live chat) to online students.
• When attending online classes, students and teachers should use a high-quality internet service provider (ISP) for fast connection. If they don’t have access to a good ISP at home, they can use free Wi-Fi at a public library or coffee shop nearby. 
• As an online student, search engines are your best friend! More often than not, you can find the answer to your tech problem by plugging your question into Google. 

Teachers should provide a comprehensive guide that contains IT information and digital literacy guidelines to streamline the process for students if something goes wrong. It’s also very helpful for teachers to record class sessions in case some students miss lectures due to tech issues.

Communication

It can be more challenging for students to communicate with their peers and instructor in an online environment. Learning online doesn’t come with the option to walk up to the teacher after class (unless your instructor allows questions in synchronous classes), so students can feel more alone if they are confused. 

Even when a student asks a question online, they might not receive a response right away depending on the availability and timezone of their instructor. 

• Most of the time, the answers will be in the student syllabus. Make sure you carefully go over the course outline, as you may have missed the answer you are looking for. 
• Post your questions in student groups. Chances are, one of your peers will be able to help you out, especially if they’ve already asked the same question or have taken the course before. 
• Take advantage of online office hours if the teacher provides them. Then you know an exact time for when your instructor can provide assistance. 

As a teacher, you will want to be proactive when planning your course. Be sure to provide you students with an in-depth outline of the course that covers common questions and solutions. This will help in the long run, so you don’t have a herd of students banging on your virtual door looking for answers!

Some students may have problems with online classes due to learning difficulties or disabilities. Students with dyslexia, autism, poor vision, hearing impairment, and other disabilities need extra attention to succeed academically. 

Online learning is praised for its adaptability and inclusivity, which means that if you inquire about accommodations, the course creator or institution could most likely work with you to improve usability. 

As an instructor, here are some ways you can make your online course more universally accessible to all learners, including those with learning disabilities: 

• Include captions to your audio and video content for students with hearing impairments.
• Have voice-over descriptions of text and images.
• Provide alternative learning options like keyboard shortcuts for certain exercises.
• Use AI-powered personal assistants for students with special needs.
• Hold extra office hours for those who need extra assistance.
• Offer assignment extensions.

Related: The Most Common Barriers to Learning – And How to Overcome Them

Since we’ve covered A LOT of information in this post on how to overcome challenges with online learning, here is a summary of the most important takeaways: 

• Practice self-discipline by creating an online learning schedule 
• Connect with classmates to motivate each other 
• Increase motivation by practicing good online study habits 
• Take study breaks to avoid burnout and lower screen-time levels 
• Dedicate a quiet study space with no distractions
• Be proactive when looking for answers – but don’t be shy when asking questions
• Set early deadlines to stay on top of assignments 
• Become familiar with online support systems in place 

There you have it! A complete overview of the top challenges with online learning, and how to effectively manage these obstacles.

We hope you are able to implement these solutions into your online learning journey, and embrace online education with confidence. 

If you’re an online creator looking to break into the lucrative industry of online teaching, try Thinkific today. 

This blog was originally published in August 2022, it’s since been updated in April 2024 to become even more useful.

Highly creative and curious about life, Megan is a blog writer and content creator who loves to inspire and uplift people with the written word. During her free time she is an avid yogi, travel junkie, beach enthusiast, and reader.

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Shaping the Future of Online Learning

Published may 22, 2024.

If you’ve been enrolled in any educational course or postsecondary educational program since 2020, chances are you’ve witnessed the rise in online learning firsthand .

The COVID-19 global pandemic shuttered storefronts, theaters, and classrooms alike, causing major disruptions in how goods and services were delivered. As consumers adopted Instacart for their grocery needs and streamed new blockbuster movies from the comfort of their living rooms, students needed an innovative way to bring their classes home. A year into the pandemic over 60% of all undergraduate students were enrolled in at least one online course , with 28% exclusively enrolled in online courses, according to the National Center for Education Statistics.

There are other reasons for the widespread adoption, including accessibility. Rural and international students who may be far removed from traditional educational institutions can now attend Harvard classes anywhere there’s an internet connection. Or, consider working adults seeking to progress or switch careers. Life doesn’t stop for a class, and attending one in-person can be prohibitive. While still challenging, logging into a virtual classroom is far more manageable. Online education is for everyone.

Technological and pedagogical developments have helped online learning progress beyond the days of discussion boards and essay uploads. Now, students can enjoy a multimedia educational experience that is rooted in the latest research, all while participating in the community of their “virtual campus”.

If you’re one of the millions of learners who have experienced online education, you might be interested to learn where it’s going next. At Harvard Online, the question, “what is the future of online learning?” guides an ongoing conversation that drives us everyday.

In this blog, we sat down with Catherine Breen , Managing Director of Harvard Online. With more than two decades of senior executive leadership at Harvard University and oversight of Harvard Online, Breen has an invaluable perspective on the future of online learning, and the exciting role Harvard Online is playing in bringing the future into the present. 

Catherine Breen, Managing Director of Harvard Online, in a team meeting.

Harvard Online (HO): How has the online learning landscape evolved in recent years? 

Catherine Breen (CB): At the beginning of the COVID-19 lockdown, there was a massive escalation in demand for online learning. Demand began to recede slowly as the months wore on and by late 2022, it started to level out. But we observed two big changes: Internally, the demand for Harvard Online content was still almost three times higher than pre-pandemic. Externally, in reaction to the demand surge, there was significant and rapid growth of new online course offerings and companies that purveyed varying types of digital products.    

HO: What is shaping the future of online learning today? 

CB: Because of the rapid and massive shift to online that occurred around the globe in the spring of 2020, the landscape changed permanently. There are many things shaping the future but here are just a few that I can see from my perspective:

• Increased adoption of online learning across all ages and levels of education: Everyone expanded their online course catalogs; new companies and offerings sprung up everywhere.
• Greater tech investment across organizations and industries: Organizations are investing more time, money, and effort into technology infrastructure, tools, and platforms to support online learning and participants in these courses.
• New pedagogical methods to bridge the gap between traditional and novel learning methods: Instructors have adapted their teaching methods for online, hybrid, and blended environments.
• Enhanced accessibility to quality education and learning experiences: Efforts have been made to improve access for students of all types, abilities, geographies, and backgrounds so that everyone can participate effectively.    

HO: What are the remaining challenges that online learning faces? 

CB: While these changes have improved the online learning experience, challenges remain, including addressing the digital divide, maximizing student engagement, and refining the quality of online courses.

The pandemic accelerated the adoption of online learning and its impact will likely continue to shape higher education for many years to come.  

HO: How does online learning contribute to Harvard's mission of promoting accessibility and inclusion in education, especially for learners who may not have traditional access to higher education?

CB: Online learning levels the playing field for learners in many ways.

Most students think that a Harvard-quality education is out of reach, for a variety of reasons. With online courses, however, learners from around the country and the world can take courses with Harvard instructors at their own pace at a more affordable price point.

Our online courses also typically incorporate a range of multimedia elements, allowing students with different learning styles to flourish. We also ensure that our online learning experiences are accessible to all learners, including those with disabilities. This commitment to inclusivity aligns with the broader goals of promoting equitable access to education.

Lastly, our online courses often include discussion forums and virtual communities where learners can connect and collaborate. This allows for interactions among students from diverse backgrounds and experiences, fostering a sense of belonging and inclusion.  

It’s clear that online learning has a lot to offer everyone, and it’s only getting better. In our next blog in this series, we’ll hear more from Cathy on how institutions can implement online learning modalities effectively. 

If you missed the first blog in this series detailing the future of online learning, you can check out the first blog here . To learn more about Harvard Online, explore our fully online course catalog here .

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Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines

Jessie s. barrot.

College of Education, Arts and Sciences, National University, Manila, Philippines

Ian I. Llenares

Leo s. del rosario, associated data.

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

Recently, the education system has faced an unprecedented health crisis that has shaken up its foundation. Given today’s uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience in times of the COVID-19 pandemic. Although many studies have investigated this area, limited information is available regarding the challenges and the specific strategies that students employ to overcome them. Thus, this study attempts to fill in the void. Using a mixed-methods approach, the findings revealed that the online learning challenges of college students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. The findings further revealed that the COVID-19 pandemic had the greatest impact on the quality of the learning experience and students’ mental health. In terms of strategies employed by students, the most frequently used were resource management and utilization, help-seeking, technical aptitude enhancement, time management, and learning environment control. Implications for classroom practice, policy-making, and future research are discussed.

Introduction

Since the 1990s, the world has seen significant changes in the landscape of education as a result of the ever-expanding influence of technology. One such development is the adoption of online learning across different learning contexts, whether formal or informal, academic and non-academic, and residential or remotely. We began to witness schools, teachers, and students increasingly adopt e-learning technologies that allow teachers to deliver instruction interactively, share resources seamlessly, and facilitate student collaboration and interaction (Elaish et al., 2019 ; Garcia et al., 2018 ). Although the efficacy of online learning has long been acknowledged by the education community (Barrot, 2020 , 2021 ; Cavanaugh et al., 2009 ; Kebritchi et al., 2017 ; Tallent-Runnels et al., 2006 ; Wallace, 2003 ), evidence on the challenges in its implementation continues to build up (e.g., Boelens et al., 2017 ; Rasheed et al., 2020 ).

Recently, the education system has faced an unprecedented health crisis (i.e., COVID-19 pandemic) that has shaken up its foundation. Thus, various governments across the globe have launched a crisis response to mitigate the adverse impact of the pandemic on education. This response includes, but is not limited to, curriculum revisions, provision for technological resources and infrastructure, shifts in the academic calendar, and policies on instructional delivery and assessment. Inevitably, these developments compelled educational institutions to migrate to full online learning until face-to-face instruction is allowed. The current circumstance is unique as it could aggravate the challenges experienced during online learning due to restrictions in movement and health protocols (Gonzales et al., 2020 ; Kapasia et al., 2020 ). Given today’s uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience in times of the COVID-19 pandemic. To date, many studies have investigated this area with a focus on students’ mental health (Copeland et al., 2021 ; Fawaz et al., 2021 ), home learning (Suryaman et al., 2020 ), self-regulation (Carter et al., 2020 ), virtual learning environment (Almaiah et al., 2020 ; Hew et al., 2020 ; Tang et al., 2020 ), and students’ overall learning experience (e.g., Adarkwah, 2021 ; Day et al., 2021 ; Khalil et al., 2020 ; Singh et al., 2020 ). There are two key differences that set the current study apart from the previous studies. First, it sheds light on the direct impact of the pandemic on the challenges that students experience in an online learning space. Second, the current study explores students’ coping strategies in this new learning setup. Addressing these areas would shed light on the extent of challenges that students experience in a full online learning space, particularly within the context of the pandemic. Meanwhile, our nuanced understanding of the strategies that students use to overcome their challenges would provide relevant information to school administrators and teachers to better support the online learning needs of students. This information would also be critical in revisiting the typology of strategies in an online learning environment.

Literature review

Education and the covid-19 pandemic.

In December 2019, an outbreak of a novel coronavirus, known as COVID-19, occurred in China and has spread rapidly across the globe within a few months. COVID-19 is an infectious disease caused by a new strain of coronavirus that attacks the respiratory system (World Health Organization, 2020 ). As of January 2021, COVID-19 has infected 94 million people and has caused 2 million deaths in 191 countries and territories (John Hopkins University, 2021 ). This pandemic has created a massive disruption of the educational systems, affecting over 1.5 billion students. It has forced the government to cancel national examinations and the schools to temporarily close, cease face-to-face instruction, and strictly observe physical distancing. These events have sparked the digital transformation of higher education and challenged its ability to respond promptly and effectively. Schools adopted relevant technologies, prepared learning and staff resources, set systems and infrastructure, established new teaching protocols, and adjusted their curricula. However, the transition was smooth for some schools but rough for others, particularly those from developing countries with limited infrastructure (Pham & Nguyen, 2020 ; Simbulan, 2020 ).

Inevitably, schools and other learning spaces were forced to migrate to full online learning as the world continues the battle to control the vicious spread of the virus. Online learning refers to a learning environment that uses the Internet and other technological devices and tools for synchronous and asynchronous instructional delivery and management of academic programs (Usher & Barak, 2020 ; Huang, 2019 ). Synchronous online learning involves real-time interactions between the teacher and the students, while asynchronous online learning occurs without a strict schedule for different students (Singh & Thurman, 2019 ). Within the context of the COVID-19 pandemic, online learning has taken the status of interim remote teaching that serves as a response to an exigency. However, the migration to a new learning space has faced several major concerns relating to policy, pedagogy, logistics, socioeconomic factors, technology, and psychosocial factors (Donitsa-Schmidt & Ramot, 2020 ; Khalil et al., 2020 ; Varea & González-Calvo, 2020 ). With reference to policies, government education agencies and schools scrambled to create fool-proof policies on governance structure, teacher management, and student management. Teachers, who were used to conventional teaching delivery, were also obliged to embrace technology despite their lack of technological literacy. To address this problem, online learning webinars and peer support systems were launched. On the part of the students, dropout rates increased due to economic, psychological, and academic reasons. Academically, although it is virtually possible for students to learn anything online, learning may perhaps be less than optimal, especially in courses that require face-to-face contact and direct interactions (Franchi, 2020 ).

Related studies

Recently, there has been an explosion of studies relating to the new normal in education. While many focused on national policies, professional development, and curriculum, others zeroed in on the specific learning experience of students during the pandemic. Among these are Copeland et al. ( 2021 ) and Fawaz et al. ( 2021 ) who examined the impact of COVID-19 on college students’ mental health and their coping mechanisms. Copeland et al. ( 2021 ) reported that the pandemic adversely affected students’ behavioral and emotional functioning, particularly attention and externalizing problems (i.e., mood and wellness behavior), which were caused by isolation, economic/health effects, and uncertainties. In Fawaz et al.’s ( 2021 ) study, students raised their concerns on learning and evaluation methods, overwhelming task load, technical difficulties, and confinement. To cope with these problems, students actively dealt with the situation by seeking help from their teachers and relatives and engaging in recreational activities. These active-oriented coping mechanisms of students were aligned with Carter et al.’s ( 2020 ), who explored students’ self-regulation strategies.

In another study, Tang et al. ( 2020 ) examined the efficacy of different online teaching modes among engineering students. Using a questionnaire, the results revealed that students were dissatisfied with online learning in general, particularly in the aspect of communication and question-and-answer modes. Nonetheless, the combined model of online teaching with flipped classrooms improved students’ attention, academic performance, and course evaluation. A parallel study was undertaken by Hew et al. ( 2020 ), who transformed conventional flipped classrooms into fully online flipped classes through a cloud-based video conferencing app. Their findings suggested that these two types of learning environments were equally effective. They also offered ways on how to effectively adopt videoconferencing-assisted online flipped classrooms. Unlike the two studies, Suryaman et al. ( 2020 ) looked into how learning occurred at home during the pandemic. Their findings showed that students faced many obstacles in a home learning environment, such as lack of mastery of technology, high Internet cost, and limited interaction/socialization between and among students. In a related study, Kapasia et al. ( 2020 ) investigated how lockdown impacts students’ learning performance. Their findings revealed that the lockdown made significant disruptions in students’ learning experience. The students also reported some challenges that they faced during their online classes. These include anxiety, depression, poor Internet service, and unfavorable home learning environment, which were aggravated when students are marginalized and from remote areas. Contrary to Kapasia et al.’s ( 2020 ) findings, Gonzales et al. ( 2020 ) found that confinement of students during the pandemic had significant positive effects on their performance. They attributed these results to students’ continuous use of learning strategies which, in turn, improved their learning efficiency.

Finally, there are those that focused on students’ overall online learning experience during the COVID-19 pandemic. One such study was that of Singh et al. ( 2020 ), who examined students’ experience during the COVID-19 pandemic using a quantitative descriptive approach. Their findings indicated that students appreciated the use of online learning during the pandemic. However, half of them believed that the traditional classroom setting was more effective than the online learning platform. Methodologically, the researchers acknowledge that the quantitative nature of their study restricts a deeper interpretation of the findings. Unlike the above study, Khalil et al. ( 2020 ) qualitatively explored the efficacy of synchronized online learning in a medical school in Saudi Arabia. The results indicated that students generally perceive synchronous online learning positively, particularly in terms of time management and efficacy. However, they also reported technical (internet connectivity and poor utility of tools), methodological (content delivery), and behavioral (individual personality) challenges. Their findings also highlighted the failure of the online learning environment to address the needs of courses that require hands-on practice despite efforts to adopt virtual laboratories. In a parallel study, Adarkwah ( 2021 ) examined students’ online learning experience during the pandemic using a narrative inquiry approach. The findings indicated that Ghanaian students considered online learning as ineffective due to several challenges that they encountered. Among these were lack of social interaction among students, poor communication, lack of ICT resources, and poor learning outcomes. More recently, Day et al. ( 2021 ) examined the immediate impact of COVID-19 on students’ learning experience. Evidence from six institutions across three countries revealed some positive experiences and pre-existing inequities. Among the reported challenges are lack of appropriate devices, poor learning space at home, stress among students, and lack of fieldwork and access to laboratories.

Although there are few studies that report the online learning challenges that higher education students experience during the pandemic, limited information is available regarding the specific strategies that they use to overcome them. It is in this context that the current study was undertaken. This mixed-methods study investigates students’ online learning experience in higher education. Specifically, the following research questions are addressed: (1) What is the extent of challenges that students experience in an online learning environment? (2) How did the COVID-19 pandemic impact the online learning challenges that students experience? (3) What strategies did students use to overcome the challenges?

Conceptual framework

The typology of challenges examined in this study is largely based on Rasheed et al.’s ( 2020 ) review of students’ experience in an online learning environment. These challenges are grouped into five general clusters, namely self-regulation (SRC), technological literacy and competency (TLCC), student isolation (SIC), technological sufficiency (TSC), and technological complexity (TCC) challenges (Rasheed et al., 2020 , p. 5). SRC refers to a set of behavior by which students exercise control over their emotions, actions, and thoughts to achieve learning objectives. TLCC relates to a set of challenges about students’ ability to effectively use technology for learning purposes. SIC relates to the emotional discomfort that students experience as a result of being lonely and secluded from their peers. TSC refers to a set of challenges that students experience when accessing available online technologies for learning. Finally, there is TCC which involves challenges that students experience when exposed to complex and over-sufficient technologies for online learning.

To extend Rasheed et al. ( 2020 ) categories and to cover other potential challenges during online classes, two more clusters were added, namely learning resource challenges (LRC) and learning environment challenges (LEC) (Buehler, 2004 ; Recker et al., 2004 ; Seplaki et al., 2014 ; Xue et al., 2020 ). LRC refers to a set of challenges that students face relating to their use of library resources and instructional materials, whereas LEC is a set of challenges that students experience related to the condition of their learning space that shapes their learning experiences, beliefs, and attitudes. Since learning environment at home and learning resources available to students has been reported to significantly impact the quality of learning and their achievement of learning outcomes (Drane et al., 2020 ; Suryaman et al., 2020 ), the inclusion of LRC and LEC would allow us to capture other important challenges that students experience during the pandemic, particularly those from developing regions. This comprehensive list would provide us a clearer and detailed picture of students’ experiences when engaged in online learning in an emergency. Given the restrictions in mobility at macro and micro levels during the pandemic, it is also expected that such conditions would aggravate these challenges. Therefore, this paper intends to understand these challenges from students’ perspectives since they are the ones that are ultimately impacted when the issue is about the learning experience. We also seek to explore areas that provide inconclusive findings, thereby setting the path for future research.

Material and methods

The present study adopted a descriptive, mixed-methods approach to address the research questions. This approach allowed the researchers to collect complex data about students’ experience in an online learning environment and to clearly understand the phenomena from their perspective.

Participants

This study involved 200 (66 male and 134 female) students from a private higher education institution in the Philippines. These participants were Psychology, Physical Education, and Sports Management majors whose ages ranged from 17 to 25 ( x ̅  = 19.81; SD  = 1.80). The students have been engaged in online learning for at least two terms in both synchronous and asynchronous modes. The students belonged to low- and middle-income groups but were equipped with the basic online learning equipment (e.g., computer, headset, speakers) and computer skills necessary for their participation in online classes. Table ​ Table1 1 shows the primary and secondary platforms that students used during their online classes. The primary platforms are those that are formally adopted by teachers and students in a structured academic context, whereas the secondary platforms are those that are informally and spontaneously used by students and teachers for informal learning and to supplement instructional delivery. Note that almost all students identified MS Teams as their primary platform because it is the official learning management system of the university.

Participants’ Online Learning Platforms

Informed consent was sought from the participants prior to their involvement. Before students signed the informed consent form, they were oriented about the objectives of the study and the extent of their involvement. They were also briefed about the confidentiality of information, their anonymity, and their right to refuse to participate in the investigation. Finally, the participants were informed that they would incur no additional cost from their participation.

Instrument and data collection

The data were collected using a retrospective self-report questionnaire and a focused group discussion (FGD). A self-report questionnaire was considered appropriate because the indicators relate to affective responses and attitude (Araujo et al., 2017 ; Barrot, 2016 ; Spector, 1994 ). Although the participants may tell more than what they know or do in a self-report survey (Matsumoto, 1994 ), this challenge was addressed by explaining to them in detail each of the indicators and using methodological triangulation through FGD. The questionnaire was divided into four sections: (1) participant’s personal information section, (2) the background information on the online learning environment, (3) the rating scale section for the online learning challenges, (4) the open-ended section. The personal information section asked about the students’ personal information (name, school, course, age, and sex), while the background information section explored the online learning mode and platforms (primary and secondary) used in class, and students’ length of engagement in online classes. The rating scale section contained 37 items that relate to SRC (6 items), TLCC (10 items), SIC (4 items), TSC (6 items), TCC (3 items), LRC (4 items), and LEC (4 items). The Likert scale uses six scores (i.e., 5– to a very great extent , 4– to a great extent , 3– to a moderate extent , 2– to some extent , 1– to a small extent , and 0 –not at all/negligible ) assigned to each of the 37 items. Finally, the open-ended questions asked about other challenges that students experienced, the impact of the pandemic on the intensity or extent of the challenges they experienced, and the strategies that the participants employed to overcome the eight different types of challenges during online learning. Two experienced educators and researchers reviewed the questionnaire for clarity, accuracy, and content and face validity. The piloting of the instrument revealed that the tool had good internal consistency (Cronbach’s α = 0.96).

The FGD protocol contains two major sections: the participants’ background information and the main questions. The background information section asked about the students’ names, age, courses being taken, online learning mode used in class. The items in the main questions section covered questions relating to the students’ overall attitude toward online learning during the pandemic, the reasons for the scores they assigned to each of the challenges they experienced, the impact of the pandemic on students’ challenges, and the strategies they employed to address the challenges. The same experts identified above validated the FGD protocol.

Both the questionnaire and the FGD were conducted online via Google survey and MS Teams, respectively. It took approximately 20 min to complete the questionnaire, while the FGD lasted for about 90 min. Students were allowed to ask for clarification and additional explanations relating to the questionnaire content, FGD, and procedure. Online surveys and interview were used because of the ongoing lockdown in the city. For the purpose of triangulation, 20 (10 from Psychology and 10 from Physical Education and Sports Management) randomly selected students were invited to participate in the FGD. Two separate FGDs were scheduled for each group and were facilitated by researcher 2 and researcher 3, respectively. The interviewers ensured that the participants were comfortable and open to talk freely during the FGD to avoid social desirability biases (Bergen & Labonté, 2020 ). These were done by informing the participants that there are no wrong responses and that their identity and responses would be handled with the utmost confidentiality. With the permission of the participants, the FGD was recorded to ensure that all relevant information was accurately captured for transcription and analysis.

Data analysis

To address the research questions, we used both quantitative and qualitative analyses. For the quantitative analysis, we entered all the data into an excel spreadsheet. Then, we computed the mean scores ( M ) and standard deviations ( SD ) to determine the level of challenges experienced by students during online learning. The mean score for each descriptor was interpreted using the following scheme: 4.18 to 5.00 ( to a very great extent ), 3.34 to 4.17 ( to a great extent ), 2.51 to 3.33 ( to a moderate extent ), 1.68 to 2.50 ( to some extent ), 0.84 to 1.67 ( to a small extent ), and 0 to 0.83 ( not at all/negligible ). The equal interval was adopted because it produces more reliable and valid information than other types of scales (Cicchetti et al., 2006 ).

For the qualitative data, we analyzed the students’ responses in the open-ended questions and the transcribed FGD using the predetermined categories in the conceptual framework. Specifically, we used multilevel coding in classifying the codes from the transcripts (Birks & Mills, 2011 ). To do this, we identified the relevant codes from the responses of the participants and categorized these codes based on the similarities or relatedness of their properties and dimensions. Then, we performed a constant comparative and progressive analysis of cases to allow the initially identified subcategories to emerge and take shape. To ensure the reliability of the analysis, two coders independently analyzed the qualitative data. Both coders familiarize themselves with the purpose, research questions, research method, and codes and coding scheme of the study. They also had a calibration session and discussed ways on how they could consistently analyze the qualitative data. Percent of agreement between the two coders was 86 percent. Any disagreements in the analysis were discussed by the coders until an agreement was achieved.

This study investigated students’ online learning experience in higher education within the context of the pandemic. Specifically, we identified the extent of challenges that students experienced, how the COVID-19 pandemic impacted their online learning experience, and the strategies that they used to confront these challenges.

The extent of students’ online learning challenges

Table ​ Table2 2 presents the mean scores and SD for the extent of challenges that students’ experienced during online learning. Overall, the students experienced the identified challenges to a moderate extent ( x ̅  = 2.62, SD  = 1.03) with scores ranging from x ̅  = 1.72 ( to some extent ) to x ̅  = 3.58 ( to a great extent ). More specifically, the greatest challenge that students experienced was related to the learning environment ( x ̅  = 3.49, SD  = 1.27), particularly on distractions at home, limitations in completing the requirements for certain subjects, and difficulties in selecting the learning areas and study schedule. It is, however, found that the least challenge was on technological literacy and competency ( x ̅  = 2.10, SD  = 1.13), particularly on knowledge and training in the use of technology, technological intimidation, and resistance to learning technologies. Other areas that students experienced the least challenge are Internet access under TSC and procrastination under SRC. Nonetheless, nearly half of the students’ responses per indicator rated the challenges they experienced as moderate (14 of the 37 indicators), particularly in TCC ( x ̅  = 2.51, SD  = 1.31), SIC ( x ̅  = 2.77, SD  = 1.34), and LRC ( x ̅  = 2.93, SD  = 1.31).

The Extent of Students’ Challenges during the Interim Online Learning

Out of 200 students, 181 responded to the question about other challenges that they experienced. Most of their responses were already covered by the seven predetermined categories, except for 18 responses related to physical discomfort ( N  = 5) and financial challenges ( N  = 13). For instance, S108 commented that “when it comes to eyes and head, my eyes and head get ache if the session of class was 3 h straight in front of my gadget.” In the same vein, S194 reported that “the long exposure to gadgets especially laptop, resulting in body pain & headaches.” With reference to physical financial challenges, S66 noted that “not all the time I have money to load”, while S121 claimed that “I don't know until when are we going to afford budgeting our money instead of buying essentials.”

Impact of the pandemic on students’ online learning challenges

Another objective of this study was to identify how COVID-19 influenced the online learning challenges that students experienced. As shown in Table ​ Table3, 3 , most of the students’ responses were related to teaching and learning quality ( N  = 86) and anxiety and other mental health issues ( N  = 52). Regarding the adverse impact on teaching and learning quality, most of the comments relate to the lack of preparation for the transition to online platforms (e.g., S23, S64), limited infrastructure (e.g., S13, S65, S99, S117), and poor Internet service (e.g., S3, S9, S17, S41, S65, S99). For the anxiety and mental health issues, most students reported that the anxiety, boredom, sadness, and isolation they experienced had adversely impacted the way they learn (e.g., S11, S130), completing their tasks/activities (e.g., S56, S156), and their motivation to continue studying (e.g., S122, S192). The data also reveal that COVID-19 aggravated the financial difficulties experienced by some students ( N  = 16), consequently affecting their online learning experience. This financial impact mainly revolved around the lack of funding for their online classes as a result of their parents’ unemployment and the high cost of Internet data (e.g., S18, S113, S167). Meanwhile, few concerns were raised in relation to COVID-19’s impact on mobility ( N  = 7) and face-to-face interactions ( N  = 7). For instance, some commented that the lack of face-to-face interaction with her classmates had a detrimental effect on her learning (S46) and socialization skills (S36), while others reported that restrictions in mobility limited their learning experience (S78, S110). Very few comments were related to no effect ( N  = 4) and positive effect ( N  = 2). The above findings suggest the pandemic had additive adverse effects on students’ online learning experience.

Summary of students’ responses on the impact of COVID-19 on their online learning experience

Students’ strategies to overcome challenges in an online learning environment

The third objective of this study is to identify the strategies that students employed to overcome the different online learning challenges they experienced. Table ​ Table4 4 presents that the most commonly used strategies used by students were resource management and utilization ( N  = 181), help-seeking ( N  = 155), technical aptitude enhancement ( N  = 122), time management ( N  = 98), and learning environment control ( N  = 73). Not surprisingly, the top two strategies were also the most consistently used across different challenges. However, looking closely at each of the seven challenges, the frequency of using a particular strategy varies. For TSC and LRC, the most frequently used strategy was resource management and utilization ( N  = 52, N  = 89, respectively), whereas technical aptitude enhancement was the students’ most preferred strategy to address TLCC ( N  = 77) and TCC ( N  = 38). In the case of SRC, SIC, and LEC, the most frequently employed strategies were time management ( N  = 71), psychological support ( N  = 53), and learning environment control ( N  = 60). In terms of consistency, help-seeking appears to be the most consistent across the different challenges in an online learning environment. Table ​ Table4 4 further reveals that strategies used by students within a specific type of challenge vary.

Students’ Strategies to Overcome Online Learning Challenges

Discussion and conclusions

The current study explores the challenges that students experienced in an online learning environment and how the pandemic impacted their online learning experience. The findings revealed that the online learning challenges of students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. Based on the students’ responses, their challenges were also found to be aggravated by the pandemic, especially in terms of quality of learning experience, mental health, finances, interaction, and mobility. With reference to previous studies (i.e., Adarkwah, 2021 ; Copeland et al., 2021 ; Day et al., 2021 ; Fawaz et al., 2021 ; Kapasia et al., 2020 ; Khalil et al., 2020 ; Singh et al., 2020 ), the current study has complemented their findings on the pedagogical, logistical, socioeconomic, technological, and psychosocial online learning challenges that students experience within the context of the COVID-19 pandemic. Further, this study extended previous studies and our understanding of students’ online learning experience by identifying both the presence and extent of online learning challenges and by shedding light on the specific strategies they employed to overcome them.

Overall findings indicate that the extent of challenges and strategies varied from one student to another. Hence, they should be viewed as a consequence of interaction several many factors. Students’ responses suggest that their online learning challenges and strategies were mediated by the resources available to them, their interaction with their teachers and peers, and the school’s existing policies and guidelines for online learning. In the context of the pandemic, the imposed lockdowns and students’ socioeconomic condition aggravated the challenges that students experience.

While most studies revealed that technology use and competency were the most common challenges that students face during the online classes (see Rasheed et al., 2020 ), the case is a bit different in developing countries in times of pandemic. As the findings have shown, the learning environment is the greatest challenge that students needed to hurdle, particularly distractions at home (e.g., noise) and limitations in learning space and facilities. This data suggests that online learning challenges during the pandemic somehow vary from the typical challenges that students experience in a pre-pandemic online learning environment. One possible explanation for this result is that restriction in mobility may have aggravated this challenge since they could not go to the school or other learning spaces beyond the vicinity of their respective houses. As shown in the data, the imposition of lockdown restricted students’ learning experience (e.g., internship and laboratory experiments), limited their interaction with peers and teachers, caused depression, stress, and anxiety among students, and depleted the financial resources of those who belong to lower-income group. All of these adversely impacted students’ learning experience. This finding complemented earlier reports on the adverse impact of lockdown on students’ learning experience and the challenges posed by the home learning environment (e.g., Day et al., 2021 ; Kapasia et al., 2020 ). Nonetheless, further studies are required to validate the impact of restrictions on mobility on students’ online learning experience. The second reason that may explain the findings relates to students’ socioeconomic profile. Consistent with the findings of Adarkwah ( 2021 ) and Day et al. ( 2021 ), the current study reveals that the pandemic somehow exposed the many inequities in the educational systems within and across countries. In the case of a developing country, families from lower socioeconomic strata (as in the case of the students in this study) have limited learning space at home, access to quality Internet service, and online learning resources. This is the reason the learning environment and learning resources recorded the highest level of challenges. The socioeconomic profile of the students (i.e., low and middle-income group) is the same reason financial problems frequently surfaced from their responses. These students frequently linked the lack of financial resources to their access to the Internet, educational materials, and equipment necessary for online learning. Therefore, caution should be made when interpreting and extending the findings of this study to other contexts, particularly those from higher socioeconomic strata.

Among all the different online learning challenges, the students experienced the least challenge on technological literacy and competency. This is not surprising considering a plethora of research confirming Gen Z students’ (born since 1996) high technological and digital literacy (Barrot, 2018 ; Ng, 2012 ; Roblek et al., 2019 ). Regarding the impact of COVID-19 on students’ online learning experience, the findings reveal that teaching and learning quality and students’ mental health were the most affected. The anxiety that students experienced does not only come from the threats of COVID-19 itself but also from social and physical restrictions, unfamiliarity with new learning platforms, technical issues, and concerns about financial resources. These findings are consistent with that of Copeland et al. ( 2021 ) and Fawaz et al. ( 2021 ), who reported the adverse effects of the pandemic on students’ mental and emotional well-being. This data highlights the need to provide serious attention to the mediating effects of mental health, restrictions in mobility, and preparedness in delivering online learning.

Nonetheless, students employed a variety of strategies to overcome the challenges they faced during online learning. For instance, to address the home learning environment problems, students talked to their family (e.g., S12, S24), transferred to a quieter place (e.g., S7, S 26), studied at late night where all family members are sleeping already (e.g., S51), and consulted with their classmates and teachers (e.g., S3, S9, S156, S193). To overcome the challenges in learning resources, students used the Internet (e.g., S20, S27, S54, S91), joined Facebook groups that share free resources (e.g., S5), asked help from family members (e.g., S16), used resources available at home (e.g., S32), and consulted with the teachers (e.g., S124). The varying strategies of students confirmed earlier reports on the active orientation that students take when faced with academic- and non-academic-related issues in an online learning space (see Fawaz et al., 2021 ). The specific strategies that each student adopted may have been shaped by different factors surrounding him/her, such as available resources, student personality, family structure, relationship with peers and teacher, and aptitude. To expand this study, researchers may further investigate this area and explore how and why different factors shape their use of certain strategies.

Several implications can be drawn from the findings of this study. First, this study highlighted the importance of emergency response capability and readiness of higher education institutions in case another crisis strikes again. Critical areas that need utmost attention include (but not limited to) national and institutional policies, protocol and guidelines, technological infrastructure and resources, instructional delivery, staff development, potential inequalities, and collaboration among key stakeholders (i.e., parents, students, teachers, school leaders, industry, government education agencies, and community). Second, the findings have expanded our understanding of the different challenges that students might confront when we abruptly shift to full online learning, particularly those from countries with limited resources, poor Internet infrastructure, and poor home learning environment. Schools with a similar learning context could use the findings of this study in developing and enhancing their respective learning continuity plans to mitigate the adverse impact of the pandemic. This study would also provide students relevant information needed to reflect on the possible strategies that they may employ to overcome the challenges. These are critical information necessary for effective policymaking, decision-making, and future implementation of online learning. Third, teachers may find the results useful in providing proper interventions to address the reported challenges, particularly in the most critical areas. Finally, the findings provided us a nuanced understanding of the interdependence of learning tools, learners, and learning outcomes within an online learning environment; thus, giving us a multiperspective of hows and whys of a successful migration to full online learning.

Some limitations in this study need to be acknowledged and addressed in future studies. One limitation of this study is that it exclusively focused on students’ perspectives. Future studies may widen the sample by including all other actors taking part in the teaching–learning process. Researchers may go deeper by investigating teachers’ views and experience to have a complete view of the situation and how different elements interact between them or affect the others. Future studies may also identify some teacher-related factors that could influence students’ online learning experience. In the case of students, their age, sex, and degree programs may be examined in relation to the specific challenges and strategies they experience. Although the study involved a relatively large sample size, the participants were limited to college students from a Philippine university. To increase the robustness of the findings, future studies may expand the learning context to K-12 and several higher education institutions from different geographical regions. As a final note, this pandemic has undoubtedly reshaped and pushed the education system to its limits. However, this unprecedented event is the same thing that will make the education system stronger and survive future threats.

Authors’ contributions

Jessie Barrot led the planning, prepared the instrument, wrote the report, and processed and analyzed data. Ian Llenares participated in the planning, fielded the instrument, processed and analyzed data, reviewed the instrument, and contributed to report writing. Leo del Rosario participated in the planning, fielded the instrument, processed and analyzed data, reviewed the instrument, and contributed to report writing.

No funding was received in the conduct of this study.

Availability of data and materials

Declarations.

The study has undergone appropriate ethics protocol.

Informed consent was sought from the participants.

Authors consented the publication. Participants consented to publication as long as confidentiality is observed.

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines

• Published: 28 May 2021
• Volume 26 , pages 7321–7338, ( 2021 )

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• Jessie S. Barrot   ORCID: orcid.org/0000-0001-8517-4058 1 ,
• Ian I. Llenares 1 &
• Leo S. del Rosario 1  

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Recently, the education system has faced an unprecedented health crisis that has shaken up its foundation. Given today’s uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience in times of the COVID-19 pandemic. Although many studies have investigated this area, limited information is available regarding the challenges and the specific strategies that students employ to overcome them. Thus, this study attempts to fill in the void. Using a mixed-methods approach, the findings revealed that the online learning challenges of college students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. The findings further revealed that the COVID-19 pandemic had the greatest impact on the quality of the learning experience and students’ mental health. In terms of strategies employed by students, the most frequently used were resource management and utilization, help-seeking, technical aptitude enhancement, time management, and learning environment control. Implications for classroom practice, policy-making, and future research are discussed.

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1 Introduction

Since the 1990s, the world has seen significant changes in the landscape of education as a result of the ever-expanding influence of technology. One such development is the adoption of online learning across different learning contexts, whether formal or informal, academic and non-academic, and residential or remotely. We began to witness schools, teachers, and students increasingly adopt e-learning technologies that allow teachers to deliver instruction interactively, share resources seamlessly, and facilitate student collaboration and interaction (Elaish et al., 2019 ; Garcia et al., 2018 ). Although the efficacy of online learning has long been acknowledged by the education community (Barrot, 2020 , 2021 ; Cavanaugh et al., 2009 ; Kebritchi et al., 2017 ; Tallent-Runnels et al., 2006 ; Wallace, 2003 ), evidence on the challenges in its implementation continues to build up (e.g., Boelens et al., 2017 ; Rasheed et al., 2020 ).

Recently, the education system has faced an unprecedented health crisis (i.e., COVID-19 pandemic) that has shaken up its foundation. Thus, various governments across the globe have launched a crisis response to mitigate the adverse impact of the pandemic on education. This response includes, but is not limited to, curriculum revisions, provision for technological resources and infrastructure, shifts in the academic calendar, and policies on instructional delivery and assessment. Inevitably, these developments compelled educational institutions to migrate to full online learning until face-to-face instruction is allowed. The current circumstance is unique as it could aggravate the challenges experienced during online learning due to restrictions in movement and health protocols (Gonzales et al., 2020 ; Kapasia et al., 2020 ). Given today’s uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience in times of the COVID-19 pandemic. To date, many studies have investigated this area with a focus on students’ mental health (Copeland et al., 2021 ; Fawaz et al., 2021 ), home learning (Suryaman et al., 2020 ), self-regulation (Carter et al., 2020 ), virtual learning environment (Almaiah et al., 2020 ; Hew et al., 2020 ; Tang et al., 2020 ), and students’ overall learning experience (e.g., Adarkwah, 2021 ; Day et al., 2021 ; Khalil et al., 2020 ; Singh et al., 2020 ). There are two key differences that set the current study apart from the previous studies. First, it sheds light on the direct impact of the pandemic on the challenges that students experience in an online learning space. Second, the current study explores students’ coping strategies in this new learning setup. Addressing these areas would shed light on the extent of challenges that students experience in a full online learning space, particularly within the context of the pandemic. Meanwhile, our nuanced understanding of the strategies that students use to overcome their challenges would provide relevant information to school administrators and teachers to better support the online learning needs of students. This information would also be critical in revisiting the typology of strategies in an online learning environment.

2 Literature review

2.1 education and the covid-19 pandemic.

In December 2019, an outbreak of a novel coronavirus, known as COVID-19, occurred in China and has spread rapidly across the globe within a few months. COVID-19 is an infectious disease caused by a new strain of coronavirus that attacks the respiratory system (World Health Organization, 2020 ). As of January 2021, COVID-19 has infected 94 million people and has caused 2 million deaths in 191 countries and territories (John Hopkins University, 2021 ). This pandemic has created a massive disruption of the educational systems, affecting over 1.5 billion students. It has forced the government to cancel national examinations and the schools to temporarily close, cease face-to-face instruction, and strictly observe physical distancing. These events have sparked the digital transformation of higher education and challenged its ability to respond promptly and effectively. Schools adopted relevant technologies, prepared learning and staff resources, set systems and infrastructure, established new teaching protocols, and adjusted their curricula. However, the transition was smooth for some schools but rough for others, particularly those from developing countries with limited infrastructure (Pham & Nguyen, 2020 ; Simbulan, 2020 ).

Inevitably, schools and other learning spaces were forced to migrate to full online learning as the world continues the battle to control the vicious spread of the virus. Online learning refers to a learning environment that uses the Internet and other technological devices and tools for synchronous and asynchronous instructional delivery and management of academic programs (Usher & Barak, 2020 ; Huang, 2019 ). Synchronous online learning involves real-time interactions between the teacher and the students, while asynchronous online learning occurs without a strict schedule for different students (Singh & Thurman, 2019 ). Within the context of the COVID-19 pandemic, online learning has taken the status of interim remote teaching that serves as a response to an exigency. However, the migration to a new learning space has faced several major concerns relating to policy, pedagogy, logistics, socioeconomic factors, technology, and psychosocial factors (Donitsa-Schmidt & Ramot, 2020 ; Khalil et al., 2020 ; Varea & González-Calvo, 2020 ). With reference to policies, government education agencies and schools scrambled to create fool-proof policies on governance structure, teacher management, and student management. Teachers, who were used to conventional teaching delivery, were also obliged to embrace technology despite their lack of technological literacy. To address this problem, online learning webinars and peer support systems were launched. On the part of the students, dropout rates increased due to economic, psychological, and academic reasons. Academically, although it is virtually possible for students to learn anything online, learning may perhaps be less than optimal, especially in courses that require face-to-face contact and direct interactions (Franchi, 2020 ).

2.2 Related studies

Recently, there has been an explosion of studies relating to the new normal in education. While many focused on national policies, professional development, and curriculum, others zeroed in on the specific learning experience of students during the pandemic. Among these are Copeland et al. ( 2021 ) and Fawaz et al. ( 2021 ) who examined the impact of COVID-19 on college students’ mental health and their coping mechanisms. Copeland et al. ( 2021 ) reported that the pandemic adversely affected students’ behavioral and emotional functioning, particularly attention and externalizing problems (i.e., mood and wellness behavior), which were caused by isolation, economic/health effects, and uncertainties. In Fawaz et al.’s ( 2021 ) study, students raised their concerns on learning and evaluation methods, overwhelming task load, technical difficulties, and confinement. To cope with these problems, students actively dealt with the situation by seeking help from their teachers and relatives and engaging in recreational activities. These active-oriented coping mechanisms of students were aligned with Carter et al.’s ( 2020 ), who explored students’ self-regulation strategies.

In another study, Tang et al. ( 2020 ) examined the efficacy of different online teaching modes among engineering students. Using a questionnaire, the results revealed that students were dissatisfied with online learning in general, particularly in the aspect of communication and question-and-answer modes. Nonetheless, the combined model of online teaching with flipped classrooms improved students’ attention, academic performance, and course evaluation. A parallel study was undertaken by Hew et al. ( 2020 ), who transformed conventional flipped classrooms into fully online flipped classes through a cloud-based video conferencing app. Their findings suggested that these two types of learning environments were equally effective. They also offered ways on how to effectively adopt videoconferencing-assisted online flipped classrooms. Unlike the two studies, Suryaman et al. ( 2020 ) looked into how learning occurred at home during the pandemic. Their findings showed that students faced many obstacles in a home learning environment, such as lack of mastery of technology, high Internet cost, and limited interaction/socialization between and among students. In a related study, Kapasia et al. ( 2020 ) investigated how lockdown impacts students’ learning performance. Their findings revealed that the lockdown made significant disruptions in students’ learning experience. The students also reported some challenges that they faced during their online classes. These include anxiety, depression, poor Internet service, and unfavorable home learning environment, which were aggravated when students are marginalized and from remote areas. Contrary to Kapasia et al.’s ( 2020 ) findings, Gonzales et al. ( 2020 ) found that confinement of students during the pandemic had significant positive effects on their performance. They attributed these results to students’ continuous use of learning strategies which, in turn, improved their learning efficiency.

Finally, there are those that focused on students’ overall online learning experience during the COVID-19 pandemic. One such study was that of Singh et al. ( 2020 ), who examined students’ experience during the COVID-19 pandemic using a quantitative descriptive approach. Their findings indicated that students appreciated the use of online learning during the pandemic. However, half of them believed that the traditional classroom setting was more effective than the online learning platform. Methodologically, the researchers acknowledge that the quantitative nature of their study restricts a deeper interpretation of the findings. Unlike the above study, Khalil et al. ( 2020 ) qualitatively explored the efficacy of synchronized online learning in a medical school in Saudi Arabia. The results indicated that students generally perceive synchronous online learning positively, particularly in terms of time management and efficacy. However, they also reported technical (internet connectivity and poor utility of tools), methodological (content delivery), and behavioral (individual personality) challenges. Their findings also highlighted the failure of the online learning environment to address the needs of courses that require hands-on practice despite efforts to adopt virtual laboratories. In a parallel study, Adarkwah ( 2021 ) examined students’ online learning experience during the pandemic using a narrative inquiry approach. The findings indicated that Ghanaian students considered online learning as ineffective due to several challenges that they encountered. Among these were lack of social interaction among students, poor communication, lack of ICT resources, and poor learning outcomes. More recently, Day et al. ( 2021 ) examined the immediate impact of COVID-19 on students’ learning experience. Evidence from six institutions across three countries revealed some positive experiences and pre-existing inequities. Among the reported challenges are lack of appropriate devices, poor learning space at home, stress among students, and lack of fieldwork and access to laboratories.

Although there are few studies that report the online learning challenges that higher education students experience during the pandemic, limited information is available regarding the specific strategies that they use to overcome them. It is in this context that the current study was undertaken. This mixed-methods study investigates students’ online learning experience in higher education. Specifically, the following research questions are addressed: (1) What is the extent of challenges that students experience in an online learning environment? (2) How did the COVID-19 pandemic impact the online learning challenges that students experience? (3) What strategies did students use to overcome the challenges?

2.3 Conceptual framework

The typology of challenges examined in this study is largely based on Rasheed et al.’s ( 2020 ) review of students’ experience in an online learning environment. These challenges are grouped into five general clusters, namely self-regulation (SRC), technological literacy and competency (TLCC), student isolation (SIC), technological sufficiency (TSC), and technological complexity (TCC) challenges (Rasheed et al., 2020 , p. 5). SRC refers to a set of behavior by which students exercise control over their emotions, actions, and thoughts to achieve learning objectives. TLCC relates to a set of challenges about students’ ability to effectively use technology for learning purposes. SIC relates to the emotional discomfort that students experience as a result of being lonely and secluded from their peers. TSC refers to a set of challenges that students experience when accessing available online technologies for learning. Finally, there is TCC which involves challenges that students experience when exposed to complex and over-sufficient technologies for online learning.

To extend Rasheed et al. ( 2020 ) categories and to cover other potential challenges during online classes, two more clusters were added, namely learning resource challenges (LRC) and learning environment challenges (LEC) (Buehler, 2004 ; Recker et al., 2004 ; Seplaki et al., 2014 ; Xue et al., 2020 ). LRC refers to a set of challenges that students face relating to their use of library resources and instructional materials, whereas LEC is a set of challenges that students experience related to the condition of their learning space that shapes their learning experiences, beliefs, and attitudes. Since learning environment at home and learning resources available to students has been reported to significantly impact the quality of learning and their achievement of learning outcomes (Drane et al., 2020 ; Suryaman et al., 2020 ), the inclusion of LRC and LEC would allow us to capture other important challenges that students experience during the pandemic, particularly those from developing regions. This comprehensive list would provide us a clearer and detailed picture of students’ experiences when engaged in online learning in an emergency. Given the restrictions in mobility at macro and micro levels during the pandemic, it is also expected that such conditions would aggravate these challenges. Therefore, this paper intends to understand these challenges from students’ perspectives since they are the ones that are ultimately impacted when the issue is about the learning experience. We also seek to explore areas that provide inconclusive findings, thereby setting the path for future research.

3 Material and methods

The present study adopted a descriptive, mixed-methods approach to address the research questions. This approach allowed the researchers to collect complex data about students’ experience in an online learning environment and to clearly understand the phenomena from their perspective.

3.1 Participants

This study involved 200 (66 male and 134 female) students from a private higher education institution in the Philippines. These participants were Psychology, Physical Education, and Sports Management majors whose ages ranged from 17 to 25 ( x̅  = 19.81; SD  = 1.80). The students have been engaged in online learning for at least two terms in both synchronous and asynchronous modes. The students belonged to low- and middle-income groups but were equipped with the basic online learning equipment (e.g., computer, headset, speakers) and computer skills necessary for their participation in online classes. Table 1 shows the primary and secondary platforms that students used during their online classes. The primary platforms are those that are formally adopted by teachers and students in a structured academic context, whereas the secondary platforms are those that are informally and spontaneously used by students and teachers for informal learning and to supplement instructional delivery. Note that almost all students identified MS Teams as their primary platform because it is the official learning management system of the university.

Informed consent was sought from the participants prior to their involvement. Before students signed the informed consent form, they were oriented about the objectives of the study and the extent of their involvement. They were also briefed about the confidentiality of information, their anonymity, and their right to refuse to participate in the investigation. Finally, the participants were informed that they would incur no additional cost from their participation.

3.2 Instrument and data collection

The data were collected using a retrospective self-report questionnaire and a focused group discussion (FGD). A self-report questionnaire was considered appropriate because the indicators relate to affective responses and attitude (Araujo et al., 2017 ; Barrot, 2016 ; Spector, 1994 ). Although the participants may tell more than what they know or do in a self-report survey (Matsumoto, 1994 ), this challenge was addressed by explaining to them in detail each of the indicators and using methodological triangulation through FGD. The questionnaire was divided into four sections: (1) participant’s personal information section, (2) the background information on the online learning environment, (3) the rating scale section for the online learning challenges, (4) the open-ended section. The personal information section asked about the students’ personal information (name, school, course, age, and sex), while the background information section explored the online learning mode and platforms (primary and secondary) used in class, and students’ length of engagement in online classes. The rating scale section contained 37 items that relate to SRC (6 items), TLCC (10 items), SIC (4 items), TSC (6 items), TCC (3 items), LRC (4 items), and LEC (4 items). The Likert scale uses six scores (i.e., 5– to a very great extent , 4– to a great extent , 3– to a moderate extent , 2– to some extent , 1– to a small extent , and 0 –not at all/negligible ) assigned to each of the 37 items. Finally, the open-ended questions asked about other challenges that students experienced, the impact of the pandemic on the intensity or extent of the challenges they experienced, and the strategies that the participants employed to overcome the eight different types of challenges during online learning. Two experienced educators and researchers reviewed the questionnaire for clarity, accuracy, and content and face validity. The piloting of the instrument revealed that the tool had good internal consistency (Cronbach’s α = 0.96).

The FGD protocol contains two major sections: the participants’ background information and the main questions. The background information section asked about the students’ names, age, courses being taken, online learning mode used in class. The items in the main questions section covered questions relating to the students’ overall attitude toward online learning during the pandemic, the reasons for the scores they assigned to each of the challenges they experienced, the impact of the pandemic on students’ challenges, and the strategies they employed to address the challenges. The same experts identified above validated the FGD protocol.

Both the questionnaire and the FGD were conducted online via Google survey and MS Teams, respectively. It took approximately 20 min to complete the questionnaire, while the FGD lasted for about 90 min. Students were allowed to ask for clarification and additional explanations relating to the questionnaire content, FGD, and procedure. Online surveys and interview were used because of the ongoing lockdown in the city. For the purpose of triangulation, 20 (10 from Psychology and 10 from Physical Education and Sports Management) randomly selected students were invited to participate in the FGD. Two separate FGDs were scheduled for each group and were facilitated by researcher 2 and researcher 3, respectively. The interviewers ensured that the participants were comfortable and open to talk freely during the FGD to avoid social desirability biases (Bergen & Labonté, 2020 ). These were done by informing the participants that there are no wrong responses and that their identity and responses would be handled with the utmost confidentiality. With the permission of the participants, the FGD was recorded to ensure that all relevant information was accurately captured for transcription and analysis.

3.3 Data analysis

To address the research questions, we used both quantitative and qualitative analyses. For the quantitative analysis, we entered all the data into an excel spreadsheet. Then, we computed the mean scores ( M ) and standard deviations ( SD ) to determine the level of challenges experienced by students during online learning. The mean score for each descriptor was interpreted using the following scheme: 4.18 to 5.00 ( to a very great extent ), 3.34 to 4.17 ( to a great extent ), 2.51 to 3.33 ( to a moderate extent ), 1.68 to 2.50 ( to some extent ), 0.84 to 1.67 ( to a small extent ), and 0 to 0.83 ( not at all/negligible ). The equal interval was adopted because it produces more reliable and valid information than other types of scales (Cicchetti et al., 2006 ).

For the qualitative data, we analyzed the students’ responses in the open-ended questions and the transcribed FGD using the predetermined categories in the conceptual framework. Specifically, we used multilevel coding in classifying the codes from the transcripts (Birks & Mills, 2011 ). To do this, we identified the relevant codes from the responses of the participants and categorized these codes based on the similarities or relatedness of their properties and dimensions. Then, we performed a constant comparative and progressive analysis of cases to allow the initially identified subcategories to emerge and take shape. To ensure the reliability of the analysis, two coders independently analyzed the qualitative data. Both coders familiarize themselves with the purpose, research questions, research method, and codes and coding scheme of the study. They also had a calibration session and discussed ways on how they could consistently analyze the qualitative data. Percent of agreement between the two coders was 86 percent. Any disagreements in the analysis were discussed by the coders until an agreement was achieved.

This study investigated students’ online learning experience in higher education within the context of the pandemic. Specifically, we identified the extent of challenges that students experienced, how the COVID-19 pandemic impacted their online learning experience, and the strategies that they used to confront these challenges.

4.1 The extent of students’ online learning challenges

Table 2 presents the mean scores and SD for the extent of challenges that students’ experienced during online learning. Overall, the students experienced the identified challenges to a moderate extent ( x̅  = 2.62, SD  = 1.03) with scores ranging from x̅  = 1.72 ( to some extent ) to x̅  = 3.58 ( to a great extent ). More specifically, the greatest challenge that students experienced was related to the learning environment ( x̅  = 3.49, SD  = 1.27), particularly on distractions at home, limitations in completing the requirements for certain subjects, and difficulties in selecting the learning areas and study schedule. It is, however, found that the least challenge was on technological literacy and competency ( x̅  = 2.10, SD  = 1.13), particularly on knowledge and training in the use of technology, technological intimidation, and resistance to learning technologies. Other areas that students experienced the least challenge are Internet access under TSC and procrastination under SRC. Nonetheless, nearly half of the students’ responses per indicator rated the challenges they experienced as moderate (14 of the 37 indicators), particularly in TCC ( x̅  = 2.51, SD  = 1.31), SIC ( x̅  = 2.77, SD  = 1.34), and LRC ( x̅  = 2.93, SD  = 1.31).

Out of 200 students, 181 responded to the question about other challenges that they experienced. Most of their responses were already covered by the seven predetermined categories, except for 18 responses related to physical discomfort ( N  = 5) and financial challenges ( N  = 13). For instance, S108 commented that “when it comes to eyes and head, my eyes and head get ache if the session of class was 3 h straight in front of my gadget.” In the same vein, S194 reported that “the long exposure to gadgets especially laptop, resulting in body pain & headaches.” With reference to physical financial challenges, S66 noted that “not all the time I have money to load”, while S121 claimed that “I don't know until when are we going to afford budgeting our money instead of buying essentials.”

4.2 Impact of the pandemic on students’ online learning challenges

Another objective of this study was to identify how COVID-19 influenced the online learning challenges that students experienced. As shown in Table 3 , most of the students’ responses were related to teaching and learning quality ( N  = 86) and anxiety and other mental health issues ( N  = 52). Regarding the adverse impact on teaching and learning quality, most of the comments relate to the lack of preparation for the transition to online platforms (e.g., S23, S64), limited infrastructure (e.g., S13, S65, S99, S117), and poor Internet service (e.g., S3, S9, S17, S41, S65, S99). For the anxiety and mental health issues, most students reported that the anxiety, boredom, sadness, and isolation they experienced had adversely impacted the way they learn (e.g., S11, S130), completing their tasks/activities (e.g., S56, S156), and their motivation to continue studying (e.g., S122, S192). The data also reveal that COVID-19 aggravated the financial difficulties experienced by some students ( N  = 16), consequently affecting their online learning experience. This financial impact mainly revolved around the lack of funding for their online classes as a result of their parents’ unemployment and the high cost of Internet data (e.g., S18, S113, S167). Meanwhile, few concerns were raised in relation to COVID-19’s impact on mobility ( N  = 7) and face-to-face interactions ( N  = 7). For instance, some commented that the lack of face-to-face interaction with her classmates had a detrimental effect on her learning (S46) and socialization skills (S36), while others reported that restrictions in mobility limited their learning experience (S78, S110). Very few comments were related to no effect ( N  = 4) and positive effect ( N  = 2). The above findings suggest the pandemic had additive adverse effects on students’ online learning experience.

4.3 Students’ strategies to overcome challenges in an online learning environment

The third objective of this study is to identify the strategies that students employed to overcome the different online learning challenges they experienced. Table 4 presents that the most commonly used strategies used by students were resource management and utilization ( N  = 181), help-seeking ( N  = 155), technical aptitude enhancement ( N  = 122), time management ( N  = 98), and learning environment control ( N  = 73). Not surprisingly, the top two strategies were also the most consistently used across different challenges. However, looking closely at each of the seven challenges, the frequency of using a particular strategy varies. For TSC and LRC, the most frequently used strategy was resource management and utilization ( N  = 52, N  = 89, respectively), whereas technical aptitude enhancement was the students’ most preferred strategy to address TLCC ( N  = 77) and TCC ( N  = 38). In the case of SRC, SIC, and LEC, the most frequently employed strategies were time management ( N  = 71), psychological support ( N  = 53), and learning environment control ( N  = 60). In terms of consistency, help-seeking appears to be the most consistent across the different challenges in an online learning environment. Table 4 further reveals that strategies used by students within a specific type of challenge vary.

5 Discussion and conclusions

The current study explores the challenges that students experienced in an online learning environment and how the pandemic impacted their online learning experience. The findings revealed that the online learning challenges of students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. Based on the students’ responses, their challenges were also found to be aggravated by the pandemic, especially in terms of quality of learning experience, mental health, finances, interaction, and mobility. With reference to previous studies (i.e., Adarkwah, 2021 ; Copeland et al., 2021 ; Day et al., 2021 ; Fawaz et al., 2021 ; Kapasia et al., 2020 ; Khalil et al., 2020 ; Singh et al., 2020 ), the current study has complemented their findings on the pedagogical, logistical, socioeconomic, technological, and psychosocial online learning challenges that students experience within the context of the COVID-19 pandemic. Further, this study extended previous studies and our understanding of students’ online learning experience by identifying both the presence and extent of online learning challenges and by shedding light on the specific strategies they employed to overcome them.

Overall findings indicate that the extent of challenges and strategies varied from one student to another. Hence, they should be viewed as a consequence of interaction several many factors. Students’ responses suggest that their online learning challenges and strategies were mediated by the resources available to them, their interaction with their teachers and peers, and the school’s existing policies and guidelines for online learning. In the context of the pandemic, the imposed lockdowns and students’ socioeconomic condition aggravated the challenges that students experience.

While most studies revealed that technology use and competency were the most common challenges that students face during the online classes (see Rasheed et al., 2020 ), the case is a bit different in developing countries in times of pandemic. As the findings have shown, the learning environment is the greatest challenge that students needed to hurdle, particularly distractions at home (e.g., noise) and limitations in learning space and facilities. This data suggests that online learning challenges during the pandemic somehow vary from the typical challenges that students experience in a pre-pandemic online learning environment. One possible explanation for this result is that restriction in mobility may have aggravated this challenge since they could not go to the school or other learning spaces beyond the vicinity of their respective houses. As shown in the data, the imposition of lockdown restricted students’ learning experience (e.g., internship and laboratory experiments), limited their interaction with peers and teachers, caused depression, stress, and anxiety among students, and depleted the financial resources of those who belong to lower-income group. All of these adversely impacted students’ learning experience. This finding complemented earlier reports on the adverse impact of lockdown on students’ learning experience and the challenges posed by the home learning environment (e.g., Day et al., 2021 ; Kapasia et al., 2020 ). Nonetheless, further studies are required to validate the impact of restrictions on mobility on students’ online learning experience. The second reason that may explain the findings relates to students’ socioeconomic profile. Consistent with the findings of Adarkwah ( 2021 ) and Day et al. ( 2021 ), the current study reveals that the pandemic somehow exposed the many inequities in the educational systems within and across countries. In the case of a developing country, families from lower socioeconomic strata (as in the case of the students in this study) have limited learning space at home, access to quality Internet service, and online learning resources. This is the reason the learning environment and learning resources recorded the highest level of challenges. The socioeconomic profile of the students (i.e., low and middle-income group) is the same reason financial problems frequently surfaced from their responses. These students frequently linked the lack of financial resources to their access to the Internet, educational materials, and equipment necessary for online learning. Therefore, caution should be made when interpreting and extending the findings of this study to other contexts, particularly those from higher socioeconomic strata.

Among all the different online learning challenges, the students experienced the least challenge on technological literacy and competency. This is not surprising considering a plethora of research confirming Gen Z students’ (born since 1996) high technological and digital literacy (Barrot, 2018 ; Ng, 2012 ; Roblek et al., 2019 ). Regarding the impact of COVID-19 on students’ online learning experience, the findings reveal that teaching and learning quality and students’ mental health were the most affected. The anxiety that students experienced does not only come from the threats of COVID-19 itself but also from social and physical restrictions, unfamiliarity with new learning platforms, technical issues, and concerns about financial resources. These findings are consistent with that of Copeland et al. ( 2021 ) and Fawaz et al. ( 2021 ), who reported the adverse effects of the pandemic on students’ mental and emotional well-being. This data highlights the need to provide serious attention to the mediating effects of mental health, restrictions in mobility, and preparedness in delivering online learning.

Nonetheless, students employed a variety of strategies to overcome the challenges they faced during online learning. For instance, to address the home learning environment problems, students talked to their family (e.g., S12, S24), transferred to a quieter place (e.g., S7, S 26), studied at late night where all family members are sleeping already (e.g., S51), and consulted with their classmates and teachers (e.g., S3, S9, S156, S193). To overcome the challenges in learning resources, students used the Internet (e.g., S20, S27, S54, S91), joined Facebook groups that share free resources (e.g., S5), asked help from family members (e.g., S16), used resources available at home (e.g., S32), and consulted with the teachers (e.g., S124). The varying strategies of students confirmed earlier reports on the active orientation that students take when faced with academic- and non-academic-related issues in an online learning space (see Fawaz et al., 2021 ). The specific strategies that each student adopted may have been shaped by different factors surrounding him/her, such as available resources, student personality, family structure, relationship with peers and teacher, and aptitude. To expand this study, researchers may further investigate this area and explore how and why different factors shape their use of certain strategies.

Several implications can be drawn from the findings of this study. First, this study highlighted the importance of emergency response capability and readiness of higher education institutions in case another crisis strikes again. Critical areas that need utmost attention include (but not limited to) national and institutional policies, protocol and guidelines, technological infrastructure and resources, instructional delivery, staff development, potential inequalities, and collaboration among key stakeholders (i.e., parents, students, teachers, school leaders, industry, government education agencies, and community). Second, the findings have expanded our understanding of the different challenges that students might confront when we abruptly shift to full online learning, particularly those from countries with limited resources, poor Internet infrastructure, and poor home learning environment. Schools with a similar learning context could use the findings of this study in developing and enhancing their respective learning continuity plans to mitigate the adverse impact of the pandemic. This study would also provide students relevant information needed to reflect on the possible strategies that they may employ to overcome the challenges. These are critical information necessary for effective policymaking, decision-making, and future implementation of online learning. Third, teachers may find the results useful in providing proper interventions to address the reported challenges, particularly in the most critical areas. Finally, the findings provided us a nuanced understanding of the interdependence of learning tools, learners, and learning outcomes within an online learning environment; thus, giving us a multiperspective of hows and whys of a successful migration to full online learning.

Some limitations in this study need to be acknowledged and addressed in future studies. One limitation of this study is that it exclusively focused on students’ perspectives. Future studies may widen the sample by including all other actors taking part in the teaching–learning process. Researchers may go deeper by investigating teachers’ views and experience to have a complete view of the situation and how different elements interact between them or affect the others. Future studies may also identify some teacher-related factors that could influence students’ online learning experience. In the case of students, their age, sex, and degree programs may be examined in relation to the specific challenges and strategies they experience. Although the study involved a relatively large sample size, the participants were limited to college students from a Philippine university. To increase the robustness of the findings, future studies may expand the learning context to K-12 and several higher education institutions from different geographical regions. As a final note, this pandemic has undoubtedly reshaped and pushed the education system to its limits. However, this unprecedented event is the same thing that will make the education system stronger and survive future threats.

Availability of data and materials

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

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• Published: 25 January 2021

Online education in the post-COVID era

• Barbara B. Lockee 1  

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The coronavirus pandemic has forced students and educators across all levels of education to rapidly adapt to online learning. The impact of this — and the developments required to make it work — could permanently change how education is delivered.

The COVID-19 pandemic has forced the world to engage in the ubiquitous use of virtual learning. And while online and distance learning has been used before to maintain continuity in education, such as in the aftermath of earthquakes 1 , the scale of the current crisis is unprecedented. Speculation has now also begun about what the lasting effects of this will be and what education may look like in the post-COVID era. For some, an immediate retreat to the traditions of the physical classroom is required. But for others, the forced shift to online education is a moment of change and a time to reimagine how education could be delivered 2 .

Looking back

Online education has traditionally been viewed as an alternative pathway, one that is particularly well suited to adult learners seeking higher education opportunities. However, the emergence of the COVID-19 pandemic has required educators and students across all levels of education to adapt quickly to virtual courses. (The term ‘emergency remote teaching’ was coined in the early stages of the pandemic to describe the temporary nature of this transition 3 .) In some cases, instruction shifted online, then returned to the physical classroom, and then shifted back online due to further surges in the rate of infection. In other cases, instruction was offered using a combination of remote delivery and face-to-face: that is, students can attend online or in person (referred to as the HyFlex model 4 ). In either case, instructors just had to figure out how to make it work, considering the affordances and constraints of the specific learning environment to create learning experiences that were feasible and effective.

The use of varied delivery modes does, in fact, have a long history in education. Mechanical (and then later electronic) teaching machines have provided individualized learning programmes since the 1950s and the work of B. F. Skinner 5 , who proposed using technology to walk individual learners through carefully designed sequences of instruction with immediate feedback indicating the accuracy of their response. Skinner’s notions formed the first formalized representations of programmed learning, or ‘designed’ learning experiences. Then, in the 1960s, Fred Keller developed a personalized system of instruction 6 , in which students first read assigned course materials on their own, followed by one-on-one assessment sessions with a tutor, gaining permission to move ahead only after demonstrating mastery of the instructional material. Occasional class meetings were held to discuss concepts, answer questions and provide opportunities for social interaction. A personalized system of instruction was designed on the premise that initial engagement with content could be done independently, then discussed and applied in the social context of a classroom.

These predecessors to contemporary online education leveraged key principles of instructional design — the systematic process of applying psychological principles of human learning to the creation of effective instructional solutions — to consider which methods (and their corresponding learning environments) would effectively engage students to attain the targeted learning outcomes. In other words, they considered what choices about the planning and implementation of the learning experience can lead to student success. Such early educational innovations laid the groundwork for contemporary virtual learning, which itself incorporates a variety of instructional approaches and combinations of delivery modes.

Online learning and the pandemic

Fast forward to 2020, and various further educational innovations have occurred to make the universal adoption of remote learning a possibility. One key challenge is access. Here, extensive problems remain, including the lack of Internet connectivity in some locations, especially rural ones, and the competing needs among family members for the use of home technology. However, creative solutions have emerged to provide students and families with the facilities and resources needed to engage in and successfully complete coursework 7 . For example, school buses have been used to provide mobile hotspots, and class packets have been sent by mail and instructional presentations aired on local public broadcasting stations. The year 2020 has also seen increased availability and adoption of electronic resources and activities that can now be integrated into online learning experiences. Synchronous online conferencing systems, such as Zoom and Google Meet, have allowed experts from anywhere in the world to join online classrooms 8 and have allowed presentations to be recorded for individual learners to watch at a time most convenient for them. Furthermore, the importance of hands-on, experiential learning has led to innovations such as virtual field trips and virtual labs 9 . A capacity to serve learners of all ages has thus now been effectively established, and the next generation of online education can move from an enterprise that largely serves adult learners and higher education to one that increasingly serves younger learners, in primary and secondary education and from ages 5 to 18.

The COVID-19 pandemic is also likely to have a lasting effect on lesson design. The constraints of the pandemic provided an opportunity for educators to consider new strategies to teach targeted concepts. Though rethinking of instructional approaches was forced and hurried, the experience has served as a rare chance to reconsider strategies that best facilitate learning within the affordances and constraints of the online context. In particular, greater variance in teaching and learning activities will continue to question the importance of ‘seat time’ as the standard on which educational credits are based 10 — lengthy Zoom sessions are seldom instructionally necessary and are not aligned with the psychological principles of how humans learn. Interaction is important for learning but forced interactions among students for the sake of interaction is neither motivating nor beneficial.

While the blurring of the lines between traditional and distance education has been noted for several decades 11 , the pandemic has quickly advanced the erasure of these boundaries. Less single mode, more multi-mode (and thus more educator choices) is becoming the norm due to enhanced infrastructure and developed skill sets that allow people to move across different delivery systems 12 . The well-established best practices of hybrid or blended teaching and learning 13 have served as a guide for new combinations of instructional delivery that have developed in response to the shift to virtual learning. The use of multiple delivery modes is likely to remain, and will be a feature employed with learners of all ages 14 , 15 . Future iterations of online education will no longer be bound to the traditions of single teaching modes, as educators can support pedagogical approaches from a menu of instructional delivery options, a mix that has been supported by previous generations of online educators 16 .

Also significant are the changes to how learning outcomes are determined in online settings. Many educators have altered the ways in which student achievement is measured, eliminating assignments and changing assessment strategies altogether 17 . Such alterations include determining learning through strategies that leverage the online delivery mode, such as interactive discussions, student-led teaching and the use of games to increase motivation and attention. Specific changes that are likely to continue include flexible or extended deadlines for assignment completion 18 , more student choice regarding measures of learning, and more authentic experiences that involve the meaningful application of newly learned skills and knowledge 19 , for example, team-based projects that involve multiple creative and social media tools in support of collaborative problem solving.

In response to the COVID-19 pandemic, technological and administrative systems for implementing online learning, and the infrastructure that supports its access and delivery, had to adapt quickly. While access remains a significant issue for many, extensive resources have been allocated and processes developed to connect learners with course activities and materials, to facilitate communication between instructors and students, and to manage the administration of online learning. Paths for greater access and opportunities to online education have now been forged, and there is a clear route for the next generation of adopters of online education.

Before the pandemic, the primary purpose of distance and online education was providing access to instruction for those otherwise unable to participate in a traditional, place-based academic programme. As its purpose has shifted to supporting continuity of instruction, its audience, as well as the wider learning ecosystem, has changed. It will be interesting to see which aspects of emergency remote teaching remain in the next generation of education, when the threat of COVID-19 is no longer a factor. But online education will undoubtedly find new audiences. And the flexibility and learning possibilities that have emerged from necessity are likely to shift the expectations of students and educators, diminishing further the line between classroom-based instruction and virtual learning.

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Lockee, B.B. Online education in the post-COVID era. Nat Electron 4 , 5–6 (2021). https://doi.org/10.1038/s41928-020-00534-0

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• Online Learning

Top Challenges Online College Students Face and How To Cope

By Charlene Lattea, WVU Online | Wednesday, September 27, 2023

Is online college right for you? Uncover the challenges you might face and how to tackle them with practical strategies

Online learning has revolutionized education and earned the respect of students across the world because of its many advantages, including flexibility, convenience, and lower cost.

However, online education comes with its own set of challenges that students must navigate effectively.

These result from the lack of face-to-face communication and require adaptation and resilience.

In this article, we will explore some of the biggest challenges faced by online students and provide tips and strategies to help you stay on track and achieve your goals.

5 Challenges Online College Students Face

What are the main challenges that you will face as an online student?

Many students report feeling a lack of motivation, feelings of isolation, time management problems, having too many distractions, and encountering technical difficulties as they take their first steps into the world of online college .

Although online programs are set up nearly the same as traditional on-campus ones, online learners must adapt to doing almost everything via the internet and also to being responsible for managing their time and staying motivated.

Let’s take a closer look at the main challenges of online learning and see how you can cope.

1. Lack of Motivation

When you first started your online program, you were probably extremely excited about this new adventure in your life. You were fully engaged and committed to your goal.

However, as time passed and you found yourself sitting in front of a computer screen for hours, you may have started to lose motivation.

Attending classes and completing assignments online requires a lot of discipline.

The environment is not as exciting as meeting face-to-face with teachers and classmates on campus, and you may not feel the same sense of urgency to get things done.

How to Cope

How can you maintain student motivation and engagement throughout your coursework? Try these ideas:

Get feedback: Make sure you get timely feedback from professors and other students on a regular basis. This will keep you motivated and also help you track your progress in the course. You could also set up a study group online.

Set goals: Write down your daily goals and to-do lists and work through these to get things done and meet deadlines. Crossing things off your list comes with a feeling of accomplishment, which helps sustain motivation.

Stay on track: Be sure to keep up with your classes, assignments, and projects, and don’t fall behind. Deal with problems with motivation as soon as they show up.

Use self-help books and websites. Consult self-help books and websites to get advice. Check out blogs such as Pick the Brain, The Positivity Blog , or Daniel Pink .

Reward yourself. Be sure to reward yourself for a job well down. This could be anything from a candy bar to a trip to your favorite holiday destination. A reward will help to keep you motivated and will give you something to look forward to after all your hard work.

2. Trouble Shooting Technical Issues from Home

The only things you need to take online classes include some type of computer and an internet connection. With these, you can attend classes from anywhere.

However, if you face technical issues, you may have a problem. Students on campus can easily ask for help from the school’s IT department, but online students may have to figure things out on their own.

Good internet access is not always available in some areas, which creates a barrier for online learners. You need an internet connection that is stable and secure.

Other technical issues include difficulty accessing video conferencing platforms, weak monitors, needed software updates, unique software requirements, bad connections, or websites that crash unexpectedly.

Most high-quality online schools and schools with online programs now offer technical support by phone, email, and live chat to help you resolve technical issues.

WVU Online offers first-level technical support for online students through the ITS Service Desk. Answers to common questions are posted online, and the service desk investigates and resolves problems related to ITS-supported systems and applications.

Check the ITS website for more information.

3. Feelings of Isolation

Online learning has opened doors to higher education for students worldwide, but limited student-teacher interactions and face-to-face contact with peers can sometimes create feelings of isolation.

Many people struggle with learning alone, and this may be one of your biggest obstacles as an online student. After all, humans are social beings.

WVU Online provides student support systems to help you with any problem you may have, including feeling alone and isolated. You can always speak with advisors, coaches, and counselors anytime. You can also reach out to your professors, and they will help you.

In addition, try these solutions:

Stress management techniques: Stress is a common problem for online students. Use stress management techniques such as getting enough sleep, exercising regularly, listening to music, progressive muscle relaxation, socializing, meditation, and "going with the flow."

Interact with others: Interact with fellow students via social media groups, chat rooms, and forums. This is just like talking to them in class, except that it is online. Ask questions, have group discussions, and ask to work on team projects.

Networking: Take advantage of networking opportunities. Online schools almost always offer these opportunities for students to interact with other students and mentors. You also have a huge network of alumni worldwide that is available to you.

Real-time communication tools: Use tools to help you communicate in real-time. These include video conferencing software to have live conversations one-on-one or in a group setting; instant messaging apps for texting; Skype, Google Meet, FaceTime, Zoom, and Google Hangouts, among others.

4. Too Many Distractions

With all the responsibilities online students usually juggle, it may be hard to concentrate on coursework due to too many distractions.

If you work at home, you may be surrounded by family members who need your attention, or you may be tempted to watch television, listen to music, scroll the internet and social media sites, or play online games.

To resolve the problem of too many distractions, try these tips:

Identify all distractions and try to eliminate them. Identify all the things that distract you and keep you from doing your work, and make sure they are far away from your study space. Turn off notifications and mute unnecessary stimuli. There are even apps that can help you with this!

Set up blocked study time. Build a daily schedule and stick to it. Let other people in your house know that you will be working at this time and you are not to be disturbed unless there is an emergency.

Check email and other messages only at specific times. Don’t keep checking messages while you are trying to work. You can also use websites and social media blockers that turn on at certain times.

Use study apps. Use study apps such as My Study Life , Evernote , and Quizlet to make note-taking and studying easier.

5. Time Management

Students attending classes online often have difficulty juggling school work , a full-time job, and other day-to-day responsibilities such as caring for a family. This can be overwhelming and result in poor sleep, poor work habits, and increased stress. It is important to find a balance between studies and day-to-day life.

With the help of effective time management skills, you can get everything done with less anxiety. This involves keeping to a daily schedule, and focusing on your goals.

Here are some tips for better managing your time as an online student:

Create daily to-do lists. Break down your semester goals into to-do lists and also keep a calendar or daybook for all of your activities. Keeping a daily check-list is important to help you stay on task and keep track of your progress.

Multitask or do timed tasks. Doing two or more things at once will save time and ensure that you meet deadlines. However, this may be too stressful for some people. For some, it is better to complete one task at a time and mark it off your to-do list.

Take breaks. One of the most important parts of doing good work is taking breaks on a regular basis, so build in time for play, fun, and relaxation. Your mind will get tired and your progress will slow down unless you take a break.

Analyze your time and identify trouble spots. Figure out how you have been spending your time and whether or not it is efficient. Identify trouble spots that are slowing you down and see where you can save time.

Break tasks down into smaller parts. Trying to take on a big job in a small time frame is exhausting and creates anxiety and stress. The trick to break the work down into smaller parts and keep your energy fresh as you complete each part.

Set early deadlines. Deadlines can be stressful, but they are necessary and can be highly motivating. Set your own deadlines for yourself and give yourself a buffer zone before the real deadline comes. The most important thing is to start early.

Use productivity apps. Take advantage of the numerous time management apps available today. Some of these include: Google Calendar , Any.do , Microsoft To Do , Clockify , and many others.

Is WVU Online Your Next Step?

While online learning does have its challenges, remember that WVU Online provides the support you need to overcome them and to succeed.

It is now time to do further research and evaluate whether online learning aligns with your personal learning style and life situation.

WVU Online is an ideal starting point in your search for the right school. Our degrees are perfect for working professionals or others who want the convenience and flexibility of online learning from a nationally recognized university.

Contact the Coaches at Our Learning Engagement Center

After reading this article, if you are unsure about your goals, or how to identify your interests and skills, be sure to reach out to one of our WVU Online admissions coaches. They are trained to help you look at your individual situation and make the right choice for your future.

We're here for you.

Call us, write us, or fill out the request information form. Whichever communication style you prefer, there will be someone from WVU Online on the other end waiting to help.

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Occasionally a student will encounter an issue with an online course that he or she doesn’t know how to resolve. Should this occur, please visit the link below.

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Tackle Challenges of Online Classes Due to COVID-19

College students should proactively contact professors or support staff with any questions about the transition, experts say.

Tackling Online Classes During COVID-19

Hero Images | Getty Images

College students in online classes face challenges like distractions, technical issues and lack of in-person interaction.

Like many college students nationwide, 21-year-old Alyssa Ashford is facing the challenges of unexpectedly switching to online classes due to the coronavirus outbreak. The junior premed student at Washington University in St. Louis is finishing the semester remotely from her home in St. Louis.

During the week, Ashford's father goes to work for an essential job, while her mother stays home to watch her 4-year-old and 7-month-old cousins, which can cause distractions while she's studying. She sometimes goes to her grandfather's house so she can focus. Juggling family responsibilities with her coursework is also a challenge, which is why Ashford carefully plans out every day.

"I write down my most important tasks for the entire month, and then I also write a weekly planner that lists my goals, and then I write a daily planner to accomplish those goals," Ashford says. "And with the transition from in person to online, I had to make sure that I kept a rigid schedule now that I really do have to go to class on my own time."

In the middle of the spring semester, undergraduate students across the U.S. had to suddenly pack up their belongings and finish their courses away from campus , an adjustment for many who are accustomed to in-person classes. Some colleges have announced they will continue offering only online classes through the summer semester, but many have yet to decide on the fall.

In a survey of more than 400 college students whose schools recently switched over to online education – conducted in March by Barnes & Noble College Insights – 60% of students said they felt at least somewhat prepared for the change. This was particularly true among students who previously took an online course. Still, 64% of survey respondents expressed concerns about being able to focus and maintaining the self-discipline needed to study remotely.

More recent polling from College Reaction/Axios in April showed that 77% of more than 800 college students surveyed said they felt distance learning is worse or much worse than in-person classes.

Here are some of the most common challenges undergraduate students are currently facing with online classes along with specific tips on how to address them:

• Technical issues.
• Distractions and time management.
• Staying motivated.
• Understanding course expectations.
• Lack of in-person interaction.
• Adapting to unfamiliar technology.
• Uncertainty about the future.

Technical Issues

Unfortunately, experts say, technical issues are bound to happen in an online-only environment. Ashford says that while attending one of her classes live through videoconferencing, her computer suddenly shut down and she needed to restart the device. There are also moments when her Wi-Fi is spotty.

The solution: The most important step is to stay in touch with professors and inform them about what's happening, experts say. They will hopefully understand and be flexible about the situation, perhaps even recording class sessions as a backup.

"There will be technology issues, and I think it's important that every student understands they're not alone in that, to allow themselves the patience to work through the problem," says Dawn Coder, director of academic advising and student disability services at the online Pennsylvania State University—World Campus . She adds that there's usually a fix for whatever issue arises. A school's technical support services can be a valuable resource, Coder says.

Distractions and Time Management

While studying from home or wherever students may be, there can be more distractions than usual, especially with family and possibly younger siblings around, says Reggie Smith III, CEO and executive director of the nonprofit United States Distance Learning Association.

As a result of these distractions – and possibly having additional responsibilities – time management becomes more challenging.

The solution: "Try to think about building a schedule – figuring out when you're going to do what you're going to do and then sharing that with the other people in your house," says Beth Martin, senior lecturer in environmental studies at Washington University in St. Louis. Students should still prioritize their physical and mental health , even if life is busier than usual, she adds.

Students should also try to identify a quiet time and place in their house to complete their coursework, if possible – even if that time is late at night, Smith says. If their other responsibilities become too overwhelming, students should consider talking with their academic adviser about course load options for the semester, he says.

For instance, some schools are allowing students to switch at least some classes to a pass-fail grading system for the spring, which could help ease some anxieties, experts say – though the policy changes vary across colleges.

Staying Motivated

Given that students may not be attending class at a set time on a physical campus, finding the motivation to get started on coursework can be difficult, experts say.

"When you don't see your home as a space of work, it's kind of a struggle to get in that mindset," says Emily Effren, a senior at Texas Tech University majoring in journalism as well as electronic media and communications. "But I have different places in my house, where my room will be my little oasis, but my downstairs kitchen table is where I'll sit down and get my work done."

The solution: In addition to creating a daily schedule and finding a productive workspace, Coder says it can also help to simply focus on the ultimate goal.

"At the end of the day, look back on the day and check mark off all of those items that you've completed. Knowing that you did will help to motivate you as well," Coder says.

She adds that staying in touch with classmates, in addition to reaching out to faculty or academic staff as needed, can also help motivate students.

Understanding Course Expectations

The sudden switch to online learning has left some students confused about some course requirements for the rest of the semester. They may wonder, for instance, if a final group presentation is still happening given that students can no longer meet on campus, or if they need to complete labs for science classes.

Students may also wonder whether their classes will have live lectures through videoconferencing at a set time on a certain day, or whether students are expected to learn the material on their own time.

The solution: Experts say students should be proactive in asking their professors questions about course expectations for the spring and whether there are any changes to requirements given the transition. Whether classes will be held live varies depending on the school, professor and discipline.

"Knowing the expectations as an online learner will help with time management because, again, you can plan out and schedule what's really needed week after week," Coder says.

Lack of In-Person Interaction

The lack of in-person interaction with both instructors and classmates can be particularly challenging. Allison Proszowski, a senior at Rutgers University—New Brunswick , is taking her spring classes online from her off-campus residence near the school. The chemical engineering major usually leads a study group for younger students on campus.

On campus, "It would be about me and 20 students taking the class. So you have that in-person, face-to-face interaction; it's a smaller group, you talk to the students, they talk to each other," Proszowski says. "And now transitioning that to an online environment has just not been the same."

The adjustment can be particularly difficult for students taking classes that are better suited for the face-to-face format, like those with science lab components.

"I'm a hands-on person," says Ashford, who now watches physics labs in a digital recording and then takes a quiz afterward. "I consider myself a visual learner as well, but I prefer to play around with the materials as well as converse with other students to understand the material better."

The solution: Experts say students should take advantage of the tools at their disposal. While not ideal for all learners, the best alternative to actual face-to-face interaction may be videoconferencing programs like Zoom, Skype or FaceTime. Talking on the phone with classmates or a professor is also an option.

Proszowski says she has attended virtual office hours to speak with her professors directly. "You have your video on, the professor has their video on, and you can kind of talk to them and get a little bit of additional help," she says.

Adapting to Unfamiliar Technology

Given the transition to online classes, Martin and her students are now adapting to some digital tools, she says.

"I think all of us have had to learn to use technology in the last couple months that some of us have never heard of, some of us may have used just a little bit of," says Martin, who typically teaches classes on campus.

The solution: Use the resources available through the school, Coder says. While this can include reaching out to technical support, students should determine whether they can save themselves time by looking up answers to their technology questions online or watching a video tutorial.

Uncertainty About the Future

The sudden switch to online classes for the spring semester – and the summer, in some cases – has caused anxiety and raised questions among students about their academic futures. Some are considering taking the fall semester off if their school continues to stick with online classes, for instance, while others are concerned about upholding a full course load while juggling family responsibilities at home.

The solution: Smith recommends students speak with an adviser or student support services as needed to determine whether adjustments can be made to their spring course schedule or a future semester if needed. For example, he says, a student may want to take fewer course credits in a future semester if his or her school continues offering only online classes and the student finds this format challenging.

Regardless of the challenges that come with the transition to online classes, students should remember that assistance is available, Coder says.

"It can be a difficult transition," Coder says. "But it doesn't have to be because there are many people who are willing and able to help with it."

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Essays About Online Class: Top 5 Examples and 7 Prompts

Essays about online class tell many stories. If you need to write about e-learning, discover the top examples and prompts for the subject in our guide.

With over 5.8 million American students attending in 2021, online classes are now one of the education sector’s most popular and modern learning methods. Although it became prevalent because of the pandemic, it’s believed that the concept of distance learning began in the late 1800s .

Online classes pose many benefits that many still take advantage of even after the pandemic. However, not everyone adjusts well to this technology-centered learning due to no face-to-face contact and difficulty learning without the back-and-forth of lesson question time. 

1. My Experience as an Online Student by Debra Sicard

2. how to succeed in online classes essay by anonymous on ivypanda.com, 3. essay on advantages and disadvantages of online classes by anonymous on selfstudymantra.com, 4. online school vs. traditional school essay by anonymous on gradesfixer.com, 5. short essay on online classes by anonymous on byjus.com, 7 helpful prompts on essays about online class, 1. online classes: defined, 2. my experience with online classes during lockdown, 3. how does online class work, 4. the best sites for online class, 5. the pros and cons of enrolling in online class, 6. review of a book about online class, 7. should online classes be the norm.

“I am not a traditional student, so I have non-traditional needs… online classes fit my lifestyle.”

Sicard shares her positive experience with online classes, primarily centering her essay on convenience. She says that with online courses, she can fit more lessons into her schedule, save her money on gas, and have more time with her family. In addition, she mentions she can work and do other things besides taking her credits.

To have a proper perspective of the topic, Sicard also includes the disadvantages of virtual learning, such as devices catching viruses and missing in-real-life interactions with her professors and classmates. But, she believes that an online student can learn as much or even more than what students learn in traditional classes.

“In an online class, a student can only achieve success if he is committed to time management, balancing personal obligations, finding an ideal study environment, asking questions, and applying more effort to completing the course requirements.”

This essay contains steps a non-traditional student can take to avoid failing online classes. The author says that students, especially multitaskers, must know how to manage and balance their time to avoid losing focus. In addition, having a dedicated study spot is necessary to avoid distractions.

“Online classes or online method of learning presents an easy and comfortable method to achieve knowledge. Online classes have now become a great alternative to traditional classes.”

The writer delves into the benefits and drawbacks of online versus traditional learning. Virtual classes offer students freedom regarding their schedules and whereabouts. Some schools also allow students to learn for free. E-learning effectively trains individuals to be responsible and disciplined. 

However, individuals who are not computer literate will find online classes frustrating. Plus, electronic devices can be bad for health, and a lack of personal interaction can hinder personality development.

“[Online course] will also help you become more self-motivated, a trait that will make you stand out in the workplace and beyond.”

By listing the similarities and differences between online and traditional schools, the author demonstrates what classes a student should pick. The writer concludes that while traditional schools prepare students for the real world by interacting with diverse people, online schools help students become more self-motivated to stand out.

“The advantages of online classes take over their disadvantages. If students want to learn, then they have immense opportunities to learn from online classes.”

The author defines online classes as a type of education system where students use electronic devices with an internet connection to learn. However, while online learning improves the quality of education, it can also make the student lazy and cultivates a sense of isolation. Ultimately, they believe that to have the best education system, school teachers and officials must learn how to combine the two methods.

If the topic you’re thinking of is still confusing and you don’t know where to start, here are seven easy writing prompts to inspire you:

Explain the topic to your reader and give a brief history of the origins of online classes. Then briefly compare it to the traditional class to make the differences clear. Finally, point out the distinct features of online classes that conventional learning doesn’t offer, such as face-to-face interaction and question-and-answer debates. You can also discuss various online classes schools offer, such as hybrid learning, interactive online courses, etc.

Tell your story if you’re a student with experience with online classes. Narrate how your school switched to virtual classrooms. Relay the challenges you encountered, including how you adapted. Finish your essay by stating your current preference and why. 

For example, you favor e-learning because it cuts your transportation expenses, helps you be more responsible for managing your time, and lets you sleep in the mornings.

Relate your experience when your school moved online. Discuss any equipment or devices you need to buy before enrolling in your online class. Explain how your school handles online courses and what it does when there are technical difficulties. Add how these challenges (such as unstable internet connection and sudden power outage), such as attendance and participation, impact a class.

To make your essay more intriguing, add the average price of your online classes and if you think it’s fair. For instance, you can argue that since schools don’t provide computers and save expenses on cleaning and utilities when physical classrooms are unused, they should cut their laboratory or miscellaneous fees. You may also be interested in these articles about back to school .

Zoom, Google Classroom, and Microsoft Team are just three of the most popular online teaching software for online classes. In this prompt, look for the most useful and efficient software sites teachers or schools should incorporate into e-learning. Find examples or reliable data that show the number of students or schools that use them. Finally, ensure the details you add are accurate to make your essay credible.

Do you want to write about technology instead? Check out our  essays about technology .

Discussing online classes’ positive and negative effects is a usual essay topic. To make your essay stand out, pick the most impactful points on everyone involved. Don’t just explore the students’ perspectives. Include how virtual learning influences teachers, parents, and businesses.

To give you an idea, you can look into businesses near the campus that closed down when the school shifted to virtual classrooms.

This prompt requires you to search for publications about online classes and share your opinion on them.

For example, John F. Lyons’s book, How to Succeed in an Online Class , published in 2011, introduced technology students encounter in online classes. Suppose you read this book. First, enumerate Lyons’ advice, tips, and learning techniques to prevent a student from failing their online course. Then, briefly explain them individually and include examples or proof that his advice helped.

Online schooling has been around for a long time but has only become widespread because of the pandemic. Use this prompt to write your opinion on whether schools should make virtual learning a permanent option for students. Whatever your answer is, explain your reason to your readers.If you’re interested in learning more about essays, check out our essay writing tips !

Maria Caballero is a freelance writer who has been writing since high school. She believes that to be a writer doesn't only refer to excellent syntax and semantics but also knowing how to weave words together to communicate to any reader effectively.

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4 Common Challenges Facing Online Learners and How to Overcome Them

In 2018, about 3.3 million students attended college exclusively online, according to the National Center for Education Statistics . Online learning provides many benefits for students who want flexibility while attending college. Some advantages include:

• The ability to take courses on your schedule
• The opportunity to learn on any connected device, without having to relocate or attend class in person
• The opportunity to get to know students from different backgrounds in an online course setting

Between fall 2017 and fall 2018, the number of students who took at least some courses online grew 1.6% year-over-year. The benefits are clear, but online students may face some unique challenges compared to students who attend college on campus. Here are four issues to be aware of and how to overcome them.

1. Digital Literacy

To attend class online, you’ll need a certain degree of technological proficiency—including the ability to successfully log in, participate in classes, submit work, and communicate with teachers and classmates.

This includes understanding online communication etiquette and knowing student rights and responsibilities in an online learning environment.

How to Overcome This Challenge

Choose a school that provides access to a full range of support services, including technical support by phone, email, and live chat, which you can access when you have tech questions.

Pay attention to how your instructors ask that you label and submit files, and adhere to those requirements. Keep in mind these netiquette best practices for the online learning environment:

• Avoid typing in all caps (that’s perceived as yelling).
• Don’t be sarcastic.
• Contribute thoughtfully and meaningfully—only add comments or ask questions that are relevant.
• Be respectful.

Online learning may be a little different than what you are used to, so don’t be afraid to ask questions before you start participating in an online classroom.

You can learn more here about how online college works at Purdue Global .

2. Technical Issues

As an online student, you can access class wherever you have a connected device, but a strong internet connection is required. Low bandwidth and weak internet can affect how quickly you can connect and participate in class.

It may be easy to find a free Wi-Fi location, but the quality of that internet connection may be spotty. If you need to immediately work on something, you’ll need a fast connection.

For an online student, a reliable internet connection is key. If you plan on doing a lot of schoolwork at home, you’ll want a fast home internet connection. Opt for a high-quality home service, and know where to get help if you need technical assistance for your connection. It’s also good to have a list of reliable, Wi-Fi connected places you can visit nearby, such as a public library or coffee shop.

3. Time Management

Best Colleges surveyed 1,500 online students and found convenience and flexibility were the top reasons why students chose an online format.

Flexible scheduling is great for online students, but they often need it because they have responsibilities outside of school, such as work and family. This can make juggling school, work, and personal responsibilities a challenge. Great time management skills are crucial to succeed.

There are only 24 hours in a day. When you add school to your already-busy schedule, you must use your time wisely.

• Identify time-wasters. If you get distracted by social media or browsing the internet, use tools to block out these and other time-wasters when you need to focus on school. You can install a free website blocker app that blocks specific websites during certain times. When you complete a study task, reward yourself with a break to indulge in something fun and non-school related.
• Break down responsibilities. Create a to-do list for the week or every day with what you need to get done. Break down large responsibilities into smaller tasks, and use your list to determine the best times of day to tackle each task. Try to establish routines that make time management practices more habitual and easier to adhere to.
• Enlist help. Taking on the new challenge of being an online student means you’ll have less time to do the things you were used to. Ask family members, your partner, or your roommates to help with certain tasks and errands around home as you embark on this new journey.
• Avoid trying to multitask. It makes your work less effective and makes you less productive overall. Focus on completing one task at a time so you are constantly moving toward completing bigger goals.

Check out these additional time management tips for online students .

4. Motivation

Online learning requires motivation to complete tasks, stay engaged, and make progress. When you’re not surrounded by classmates and instructors in a physical setting, it may be tempting to procrastinate.

Some online learners may start out fully engaged and then discover that their motivation wanes. When this happens, they may fall behind.

Lack of motivation is a common challenge for all types of students. Be aware that this may be an issue and know how to overcome it.

• Show up. The more involved you are with your education, the more it's top of mind. Log in daily to see course updates and class discussions. Connect with other students and share questions or perspectives. Communicate with faculty. If you need help, ask for it.
• Schedule study time. You should make school a part of your schedule so you already have the time blocked off to check in. Remember to focus on one task at a time and use your time management techniques to make your study sessions more effective.
• Practice positive self-talk. Talking to yourself in affirming ways can help you stay focused on your goal and improve your confidence. Ultimately, you are the only person who determines your success. When you tell yourself positive statements regarding school, you'll start to ingrain those beliefs and reap the benefits.

It helps to keep your reason for pursuing your degree at the top of your mind, too; perhaps you want to provide a better life for your family or pursue your dream career.

Write down your reasons for attending school along with your short-term and long-term goals. Post them where you’ll see them, and cross off goals as you achieve them. Share your vision with a loved one, and ask them to check in with you regularly so you stay accountable.

Here are more tips for how to stay motivated when you go to college online .

No Matter What Challenges You May Face, You're Not Alone

Online learning may be new and different, but it also allows you to take the courses you need to earn the degree you want—all in a supportive and convenient setting.

Even if you’re facing challenges, believe that you can do this. Managing your time wisely and focusing on your goals are great ways to stay on track and accomplish what you want to get out of your program.

If you’re interested in going to college online while continuing to work, check out Purdue Global—we’re an accredited online university offering more than 175 degree programs.* Request more information today , and one of our friendly advisors will be in touch to discuss your goals.

About the Author

Purdue Global

Earn a degree you're proud of and employers respect at Purdue Global, Purdue's online university for working adults. Accredited and online, Purdue Global gives you the flexibility and support you need to come back and move your career forward. Choose from 175+ programs, all backed by the power of Purdue.

• General Education
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Earn Your Degree Online

Your path to success begins here.

Connect with an Advisor to explore program requirements, curriculum, credit for prior learning process, and financial aid options.

Please see our website for additional information about institutional and programmatic accreditation.

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

‘My Online Learning Experience as a Student This Fall Has Been Great’

• Share article

This series highlights contributions from students in my classes.

In Part One , Cathy Liu, Julia Yang, Eliseo Angulo Lopez, and Masihullah Shafiq shared their thoughts.

In Part Two , Luis Diaz, Samantha Nicole Vicedo, Cheyenne Lo, and Manpreet Rana contribute their commentaries.

Today, Lyna Nguyen, Nono Loek, and Rachel Anjel “wrap up” this series...

Teachers ‘have been really understanding’

Lyna Nguyen is a junior at Luther Burbank High School in Sacramento, Calif.

My online learning experience as a student this fall has been great. What’s working for me is I like the 40 minutes in class and 40 minutes asynchronous time to work on our assignments. I feel like teachers have been really understanding and helpful of what we’re going through and how difficult it can be. I find it more relaxing for me because everything is organized through Google Classroom, and it puts a little stress off of me because I disliked feeling disorganized and anxious.

What is not working for me is sometimes my time management is off, and it can be a little stressful how teachers assign work really close to the due date of other class assignments. I’d rather have the assignments’ due dates spread out throughout the week. Sometimes, there are technology difficulties, which can interrupt my learning experience. Everything is also online, so it can take a while communicating with teachers. Overall, communication is delayed, and it can be difficult reaching out to teachers and asking for assistance. Even when I need help with a certain assignment, it can be difficult learning and processing information through a screen. Other than that, I appreciate teachers trying their best to make everything work during this pandemic.

‘Internet classes save time’

Nono Loek is a senior at Luther Burbank High School:

In my experience with internet classes, the good far outweighs the bad. Internet classes save time, and saving time is important to me. The studies are structured much better than I expected. I don’t really see a difference between the online and offline structures. Group work is done in separate rooms, and I think it’s not that bad, because we also learn a lot in online classes.

I sometimes miss the interaction with people, making long-lasting friendships, which is extremely important for all of us. At home, it’s hard to force yourself to take a break. I think this pandemic has t probably transformed education. Most of the things we found to be impossible have now proven to be possible.

I actually really enjoy distance learning, but sometimes I want everything to go back to normal. I also like how I don’t have to wake up at 6 every morning. I like that with learning online, I can relax more, as well as think more. What I don’t like about online learning is that it can take me up to a whole school day (6-7 hours) to finish assignments.

‘I understand teachers are trying to keep us safe’

Rachel Anjel is a senior at Luther Burbank High School:

My online experience this year is kind of boring because I don’t really get to see friends in school anymore. And I thought it was going to be fun using Chromebooks. Sometimes it can be difficult because sometimes the Wi-Fi doesn’t work or it can be slow. I sometimes feel bored because I can’t spend or hang out with my friends.

A good thing is that we have this app called FaceTime, so whenever I’m bored, I can just call my friends. We talk and play while we do our homework and have fun. But at the same time, I think having an online school is bad because I hate sitting in my room the whole six hrs. I remember saying I like online school, but now it’s getting boring. I think it would be better if we went to school. But I understand teachers are trying to keep us safe.

Thanks to Lyna, Nono, and Rachel for their contributions!

(This is the final post in a multipart series. You can see Part One here and Part Two here .)

The question-of-the-week:

What has your online learning experience been as a student this fall? What is working for you and why? What is not working for you and why?

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It’s titled Classroom Management Q&As: Expert Strategies for Teaching .

If you missed any of the highlights from the first eight years of this blog, you can see a categorized list below. The list doesn’t include ones from this current year.

• This Year’s Most Popular Q&A Posts
• Race & Racism in Schools
• School Closures & the Coronavirus Crisis
• Classroom-Management Advice
• Best Ways to Begin the School Year
• Best Ways to End the School Year
• Student Motivation & Social-Emotional Learning
• Implementing the Common Core
• Facing Gender Challenges in Education
• Teaching Social Studies.
• Cooperative & Collaborative Learning
• Using Tech in the Classroom
• Student Voices
• Parent Engagment In Schools
• Teaching English-Language Learners
• Reading Instruction
• Writing Instruction
• Education Policy Issues
• Differentiating Instruction
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• Advice for New Teachers
• Author Interviews
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• The Inclusive Classroom
• Learning & the Brain
• Administrator Leadership
• Teacher Leadership
• Relationships in Schools
• Professional Development
• Instructional Strategies
• Best of Classroom Q&A
• Professional Collaboration
• Classroom Organization
• Mistakes in Education
• Project-Based Learning

I am also creating a Twitter list including all contributors to this column

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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Online Classes Vs. Traditional Classes Essay

Online vs. in-person classes essay – introduction, online and traditional classes differences, works cited.

The article compares and contrasts online classes and traditional classes. Among the advantages of online classes are flexibility and convenience, while in-person classes offer a more structured learning environment. The author highlights that online lessons can be more cost-effective, although they lack support provided by live interactions. Overall, the online vs. traditional classes essay is very relevant today, and the choice depends on the individual student’s needs and preferences.

Modern technology has infiltrated the education sector and as a result, many college students now prefer taking online classes, as opposed to attending the traditional regular classes. This is because online classes are convenient for such students, and more so for those who have to both work and attend classes.

As such, online learning gives them the flexibility that they needed. In addition, online learning also gives an opportunity to students and professionals who would not have otherwise gone back to school to get the necessary qualifications. However, students who have enrolled for online learning do not benefit from the one-on-one interaction with their peers and teachers. The essay shall endeavor to examine the differences between online classes and the traditional classes, with a preference for the later.

Online classes mainly take place through the internet. As such, online classes lack the regular student teacher interaction that is common with traditional learning. On the other hand, learning in traditional classes involves direct interaction between the student and the instructors (Donovan, Mader and Shinsky 286).

This is beneficial to both the leaner and the instructors because both can be bale to establish a bond. In addition, student attending the traditional classroom often have to adhere to strict guidelines that have been established by the learning institution. As such, students have to adhere to the established time schedules. On the other hand, students attending online classes can learn at their own time and pace.

One advantage of the traditional classes over online classes is that students who are not disciplined enough may not be able to sail through successfully because there is nobody to push them around. With traditional classes however, there are rules to put them in check. As such, students attending traditional classes are more likely to be committed to their education (Donovan et al 286).

Another advantage of the traditional classes is all the doubts that students might be having regarding a given course content can be cleared by the instructor on the spot, unlike online learning whereby such explanations might not be as coherent as the student would have wished.

With the traditional classes, students are rarely provided with the course materials by their instructors, and they are therefore expected to take their own notes. This is important because they are likely to preserve such note and use them later on in their studies. In contrast, online students are provided with course materials in the form of video or audio texts (Sorenson and Johnson 116).

They can also download such course materials online. Such learning materials can be deleted or lost easily compared with handwritten class notes, and this is a risk. Although the basic requirements for a student attending online classes are comparatively les in comparison to students attending traditional classes, nonetheless, it is important to note that online students are also expected to be internet savvy because all learning takes place online.

This would be a disadvantage for the regular student; only that internet savvy is not a requirement. Students undertaking online learning are likely to be withdrawn because they hardly interact one-on-one with their fellow online students or even their instructors. The only form of interaction is online. As such, it becomes hard for them to develop a special bond with other students and instructors. With traditional learning however, students have the freedom to interact freely and this helps to strengthen their existing bond.

Online learning is convenient and has less basic requirements compared with traditional learning. It also allows learners who would have ordinarily not gone back to school to access an education. However, online students do not benefit from a close interaction with their peers and instructors as do their regular counterparts. Also, regular students can engage their instructors more easily and relatively faster in case they want to have certain sections of the course explained, unlike online students.

Donovan, Judy, Mader, Cynthia and Shinsky, John. Constructive student feedback: Online vs. traditional course evaluations. Journal of Interactive Online Learning , 5.3(2006): 284-292.

Sorenson, Lynn, and Johnson, Trav. Online Student Ratings of Instructions . San Francisco: Jossey Bass, 2003. Print.

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8 Overcoming Challenges College Essay Examples

The purpose of the Overcoming Challenges essay is for schools to see how you might handle the difficulties of college. They want to know how you grow, evolve, and learn when you face adversity. For this topic, there are many clichés , such as getting a bad grade or losing a sports game, so be sure to steer clear of those and focus on a topic that’s unique to you. (See our full guide on the Overcoming Challenges Essay for more tips).

These overcoming challenges essay examples were all written by real students. Read through them to get a sense of what makes a strong essay. At the end, we’ll present the revision process for the first essay and share some resources for improving your essay.

Please note: Looking at examples of real essays students have submitted to colleges can be very beneficial to get inspiration for your essays. You should never copy or plagiarize from these examples when writing your own essays. Colleges can tell when an essay isn’t genuine and will not view students favorably if they plagiarized. 

Essay 1: Becoming a Coach

“Advanced females ages 13 to 14 please proceed to staging with your coaches at this time.” Skittering around the room, eyes wide and pleading, I frantically explained my situation to nearby coaches. The seconds ticked away in my head; every polite refusal increased my desperation.

Despair weighed me down. I sank to my knees as a stream of competitors, coaches, and officials flowed around me. My dojang had no coach, and the tournament rules prohibited me from competing without one.

Although I wanted to remain strong, doubts began to cloud my mind. I could not help wondering: what was the point of perfecting my skills if I would never even compete? The other members of my team, who had found coaches minutes earlier, attempted to comfort me, but I barely heard their words. They couldn’t understand my despair at being left on the outside, and I never wanted them to understand.

Since my first lesson 12 years ago, the members of my dojang have become family. I have watched them grow up, finding my own happiness in theirs. Together, we have honed our kicks, blocks, and strikes. We have pushed one another to aim higher and become better martial artists. Although my dojang had searched for a reliable coach for years, we had not found one. When we attended competitions in the past, my teammates and I had always gotten lucky and found a sympathetic coach. Now, I knew this practice was unsustainable. It would devastate me to see the other members of my dojang in my situation, unable to compete and losing hope as a result. My dojang needed a coach, and I decided it was up to me to find one.

I first approached the adults in the dojang – both instructors and members’ parents. However, these attempts only reacquainted me with polite refusals. Everyone I asked told me they couldn’t devote multiple weekends per year to competitions. I soon realized that I would have become the coach myself.

At first, the inner workings of tournaments were a mystery to me. To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side. I learned everything from motivational strategies to technical, behind-the-scenes components of Taekwondo competitions. Though I emerged with new knowledge and confidence in my capabilities, others did not share this faith.

Parents threw me disbelieving looks when they learned that their children’s coach was only a child herself. My self-confidence was my armor, deflecting their surly glances. Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.

Despite the attack, I refused to give up. When I saw the shining eyes of the youngest students preparing for their first competition, I knew I couldn’t let them down. To quit would be to set them up to be barred from competing like I was. The knowledge that I could solve my dojang’s longtime problem motivated me to overcome my apprehension.

Now that my dojang flourishes at competitions, the attacks on me have weakened, but not ended. I may never win the approval of every parent; at times, I am still tormented by doubts, but I find solace in the fact that members of my dojang now only worry about competing to the best of their abilities.

Now, as I arrive at a tournament with my students, I close my eyes and remember the past. I visualize the frantic search for a coach and the chaos amongst my teammates as we competed with one another to find coaches before the staging calls for our respective divisions. I open my eyes to the exact opposite scene. Lacking a coach hurt my ability to compete, but I am proud to know that no member of my dojang will have to face that problem again.

This essay begins with an in-the-moment narrative that really illustrates the chaos of looking for a coach last-minute. We feel the writer’s emotions, particularly their dejectedness, at not being able to compete.

Through this essay, we can see how gutsy and determined the student is in deciding to become a coach themselves. The writer shows us these characteristics through their actions, rather than explicitly telling us: To prepare myself for success as a coach, I spent the next year as an official and took coaching classes on the side.

One area of improvement of this essay would be the “attack” wording. The author likely uses this word as a metaphor for martial arts, but it feels too strong to describe the adults’ doubt of the student’s abilities as a coach, and can even be confusing at first.

Still, we see the student’s resilience as they are able to move past the disbelieving looks to help their team. The essay is kept real and vulnerable, however, as the writer admits having doubts: Every armor is penetrable, however, and as the relentless barrage of doubts pounded my resilience, it began to wear down. I grew unsure of my own abilities.

The essay comes full circle as the author recalls the frantic situations in seeking out a coach, but this is no longer a concern for them and their team. Overall, this essay is extremely effective in painting this student as mature, bold, and compassionate.

Essay 2: Starting a Fire

Was I no longer the beloved daughter of nature, whisperer of trees? Knee-high rubber boots, camouflage, bug spray—I wore the garb and perfume of a proud wild woman, yet there I was, hunched over the pathetic pile of stubborn sticks, utterly stumped, on the verge of tears. As a child, I had considered myself a kind of rustic princess, a cradler of spiders and centipedes, who was serenaded by mourning doves and chickadees, who could glide through tick-infested meadows and emerge Lyme-free. I knew the cracks of the earth like the scars on my own rough palms. Yet here I was, ten years later, incapable of performing the most fundamental outdoor task: I could not, for the life of me, start a fire. 

Furiously I rubbed the twigs together—rubbed and rubbed until shreds of skin flaked from my fingers. No smoke. The twigs were too young, too sticky-green; I tossed them away with a shower of curses, and began tearing through the underbrush in search of a more flammable collection. My efforts were fruitless. Livid, I bit a rejected twig, determined to prove that the forest had spurned me, offering only young, wet bones that would never burn. But the wood cracked like carrots between my teeth—old, brittle, and bitter. Roaring and nursing my aching palms, I retreated to the tent, where I sulked and awaited the jeers of my family. 

Rattling their empty worm cans and reeking of fat fish, my brother and cousins swaggered into the campsite. Immediately, they noticed the minor stick massacre by the fire pit and called to me, their deep voices already sharp with contempt. 

“Where’s the fire, Princess Clara?” they taunted. “Having some trouble?” They prodded me with the ends of the chewed branches and, with a few effortless scrapes of wood on rock, sparked a red and roaring flame. My face burned long after I left the fire pit. The camp stank of salmon and shame. 

In the tent, I pondered my failure. Was I so dainty? Was I that incapable? I thought of my hands, how calloused and capable they had been, how tender and smooth they had become. It had been years since I’d kneaded mud between my fingers; instead of scaling a white pine, I’d practiced scales on my piano, my hands softening into those of a musician—fleshy and sensitive. And I’d gotten glasses, having grown horrifically nearsighted; long nights of dim lighting and thick books had done this. I couldn’t remember the last time I had lain down on a hill, barefaced, and seen the stars without having to squint. Crawling along the edge of the tent, a spider confirmed my transformation—he disgusted me, and I felt an overwhelming urge to squash him. 

Yet, I realized I hadn’t really changed—I had only shifted perspective. I still eagerly explored new worlds, but through poems and prose rather than pastures and puddles. I’d grown to prefer the boom of a bass over that of a bullfrog, learned to coax a different kind of fire from wood, having developed a burn for writing rhymes and scrawling hypotheses. 

That night, I stayed up late with my journal and wrote about the spider I had decided not to kill. I had tolerated him just barely, only shrieking when he jumped—it helped to watch him decorate the corners of the tent with his delicate webs, knowing that he couldn’t start fires, either. When the night grew cold and the embers died, my words still smoked—my hands burned from all that scrawling—and even when I fell asleep, the ideas kept sparking—I was on fire, always on fire.

This essay is an excellent example because the writer turns an everyday challenge—starting a fire—into an exploration of her identity. The writer was once “a kind of rustic princess, a cradler of spiders and centipedes,” but has since traded her love of the outdoors for a love of music, writing, and reading. 

The story begins in media res , or in the middle of the action, allowing readers to feel as if we’re there with the writer. One of the essay’s biggest strengths is its use of imagery. We can easily visualize the writer’s childhood and the present day. For instance, she states that she “rubbed and rubbed [the twigs] until shreds of skin flaked from my fingers.”

The writing has an extremely literary quality, particularly with its wordplay. The writer reappropriates words and meanings, and even appeals to the senses: “My face burned long after I left the fire pit. The camp stank of salmon and shame.” She later uses a parallelism to cleverly juxtapose her changed interests: “instead of scaling a white pine, I’d practiced scales on my piano.”

One of the essay’s main areas of improvement is its overemphasis on the “story” and lack of emphasis on the reflection. The second to last paragraph about changing perspective is crucial to the essay, as it ties the anecdote to larger lessons in the writer’s life. She states that she hasn’t changed, but has only shifted perspective. Yet, we don’t get a good sense of where this realization comes from and how it impacts her life going forward. 

The end of the essay offers a satisfying return to the fire imagery, and highlights the writer’s passion—the one thing that has remained constant in her life.

Essay 3: Last-Minute Switch

The morning of the Model United Nation conference, I walked into Committee feeling confident about my research. We were simulating the Nuremberg Trials – a series of post-World War II proceedings for war crimes – and my portfolio was of the Soviet Judge Major General Iona Nikitchenko. Until that day, the infamous Nazi regime had only been a chapter in my history textbook; however, the conference’s unveiling of each defendant’s crimes brought those horrors to life. The previous night, I had organized my research, proofread my position paper and gone over Judge Nikitchenko’s pertinent statements. I aimed to find the perfect balance between his stance and my own.

As I walked into committee anticipating a battle of wits, my director abruptly called out to me. “I’m afraid we’ve received a late confirmation from another delegate who will be representing Judge Nikitchenko. You, on the other hand, are now the defense attorney, Otto Stahmer.” Everyone around me buzzed around the room in excitement, coordinating with their allies and developing strategies against their enemies, oblivious to the bomb that had just dropped on me. I felt frozen in my tracks, and it seemed that only rage against the careless delegate who had confirmed her presence so late could pull me out of my trance. After having spent a month painstakingly crafting my verdicts and gathering evidence against the Nazis, I now needed to reverse my stance only three hours before the first session.

Gradually, anger gave way to utter panic. My research was fundamental to my performance, and without it, I knew I could add little to the Trials. But confident in my ability, my director optimistically recommended constructing an impromptu defense. Nervously, I began my research anew. Despite feeling hopeless, as I read through the prosecution’s arguments, I uncovered substantial loopholes. I noticed a lack of conclusive evidence against the defendants and certain inconsistencies in testimonies. My discovery energized me, inspiring me to revisit the historical overview in my conference “Background Guide” and to search the web for other relevant articles. Some Nazi prisoners had been treated as “guilty” before their court dates. While I had brushed this information under the carpet while developing my position as a judge, i t now became the focus of my defense. I began scratching out a new argument, centered on the premise that the allied countries had violated the fundamental rule that, a defendant was “not guilty” until proven otherwise.

At the end of the three hours, I felt better prepared. The first session began, and with bravado, I raised my placard to speak. Microphone in hand, I turned to face my audience. “Greetings delegates. I, Otto Stahmer would like to…….” I suddenly blanked. Utter dread permeated my body as I tried to recall my thoughts in vain. “Defence Attorney, Stahmer we’ll come back to you,” my Committee Director broke the silence as I tottered back to my seat, flushed with embarrassment. Despite my shame, I was undeterred. I needed to vindicate my director’s faith in me. I pulled out my notes, refocused, and began outlining my arguments in a more clear and direct manner. Thereafter, I spoke articulately, confidently putting forth my points. I was overjoyed when Secretariat members congratulated me on my fine performance.

Going into the conference, I believed that preparation was the key to success. I wouldn’t say I disagree with that statement now, but I believe adaptability is equally important. My ability to problem-solve in the face of an unforeseen challenge proved advantageous in the art of diplomacy. Not only did this experience transform me into a confident and eloquent delegate at that conference, but it also helped me become a more flexible and creative thinker in a variety of other capacities. Now that I know I can adapt under pressure, I look forward to engaging in activities that will push me to be even quicker on my feet.

This essay is an excellent example because it focuses on a unique challenge and is highly engaging. The writer details their experience reversing their stance in a Model UN trial with only a few hours notice, after having researched and prepared to argue the opposite perspective for a month. 

Their essay is written in media res , or in the middle of the action, allowing readers to feel as if we’re there with the writer. The student openly shares their internal thoughts with us — we feel their anger and panic upon the reversal of roles. We empathize with their emotions of “utter dread” and embarrassment when they’re unable to speak. 

From the essay, we learn that the student believes in thorough preparation, but can also adapt to unforeseen obstacles. They’re able to rise to the challenge and put together an impromptu argument, think critically under pressure, and recover after their initial inability to speak. 

Essay 4: Music as a Coping Mechanism

CW: This essay mentions self-harm.

Sobbing uncontrollably, I parked around the corner from my best friend’s house. As I sat in the driver’s seat, I whispered the most earnest prayer I had ever offered.

Minutes before, I had driven to Colin’s house to pick up a prop for our upcoming spring musical. When I got there, his older brother, Tom, came to the door and informed me that no one else was home. “No,” I corrected, “Colin is here. He’s got a migraine.” Tom shook his head and gently told me where Colin actually was: the psychiatric unit of the local hospital. I felt a weight on my chest as I connected the dots; the terrifying picture rocked my safe little world. Tom’s words blurred as he explained Colin’s self-harm, but all I could think of was whether I could have stopped him. Those cuts on his arms had never been accidents. Colin had lied, very convincingly, many times. How could I have ignored the signs in front of me? Somehow, I managed to ask Tom whether I could see him, but he told me that visiting hours for non-family members were over for the day. I would have to move on with my afternoon.

Once my tears had subsided a little, I drove to the theater, trying to pull myself together and warm up to sing. How would I rehearse? I couldn’t sing three notes without bursting into tears. “I can’t do this,” I thought. But then I realized that the question wasn’t whether I could do it. I knew Colin would want me to push through, and something deep inside told me that music was the best way for me to process my grief. I needed to sing.

I practiced the lyrics throughout my whole drive. The first few times, I broke down in sobs. By the time I reached the theater, however, the music had calmed me. While Colin would never be far from my mind, I had to focus on the task ahead: recording vocals and then producing the video trailer that would be shown to my high school classmates. I fought to channel my worry into my recording. If my voice shook during the particularly heartfelt moments, it only added emotion and depth to my performance. I felt Colin’s absence next to me, but even before I listened to that first take, I knew it was a keeper.

With one of my hurdles behind me, I steeled myself again and prepared for the musical’s trailer. In a floor-length black cape and purple dress, I swept regally down the steps to my director, who waited outside. Under a gloomy sky that threatened to turn stormy, I boldly strode across the street, tossed a dainty yellow bouquet, and flashed confident grins at all those staring. My grief lurched inside, but I felt powerful. Despite my sadness, I could still make art.

To my own surprise, I successfully took back the day. I had felt pain, but I had not let it drown me – making music was a productive way to express my feelings than worrying. Since then, I have been learning to take better care of myself in difficult situations. That day before rehearsal, I found myself in the most troubling circumstances of my life thus far, but they did not sink me because I refused to sink. When my aunt developed cancer several months later, I knew that resolution would not come quickly, but that I could rely on music to cope with the agony, even when it would be easier to fall apart. Thankfully, Colin recovered from his injuries and was home within days. The next week, we stood together on stage at our show’s opening night. As our eyes met and our voices joined in song, I knew that music would always be our greatest mechanism for transforming pain into strength.

This essay is well-written, as we can feel the writer’s emotions through the thoughts they share, and visualize the night of the performance through their rich descriptions. Their varied sentence length also makes the essay more engaging.

That said, this essay is not a great example because of the framing of the topic. The writer can come off as insensitive since they make their friend’s struggle about themself and their emotions (and this is only worsened by the mention of their aunt’s cancer and how it was tough on them ). The essay would’ve been stronger if it focused on their guilt of not recognizing their friend’s struggles and spanned a longer period of time to demonstrate gradual relationship building and reflection. Still, this would’ve been difficult to do well.

In general, you should try to choose a challenge that is undeniably your own, and you should get at least one or two people to read your essay to give you candid feedback.

Essay 5: Dedicating a Track

“Getting beat is one thing – it’s part of competing – but I want no part in losing.” Coach Rob Stark’s motto never fails to remind me of his encouragement on early-morning bus rides to track meets around the state. I’ve always appreciated the phrase, but an experience last June helped me understand its more profound, universal meaning.

Stark, as we affectionately call him, has coached track at my high school for 25 years. His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running. When I learned a neighboring high school had dedicated their track to a longtime coach, I felt that Stark deserved similar honors.

Our school district’s board of education indicated they would only dedicate our track to Stark if I could demonstrate that he was extraordinary. I took charge and mobilized my teammates to distribute petitions, reach out to alumni, and compile statistics on the many team and individual champions Stark had coached over the years. We received astounding support, collecting almost 3,000 signatures and pages of endorsements from across the community. With help from my teammates, I presented this evidence to the board.

They didn’t bite. 

Most members argued that dedicating the track was a low priority. Knowing that we had to act quickly to convince them of its importance, I called a team meeting where we drafted a rebuttal for the next board meeting. To my surprise, they chose me to deliver it. I was far from the best public speaker in the group, and I felt nervous about going before the unsympathetic board again. However, at that second meeting, I discovered that I enjoy articulating and arguing for something that I’m passionate about.

Public speaking resembles a cross country race. Walking to the starting line, you have to trust your training and quell your last minute doubts. When the gun fires, you can’t think too hard about anything; your performance has to be instinctual, natural, even relaxed. At the next board meeting, the podium was my starting line. As I walked up to it, familiar butterflies fluttered in my stomach. Instead of the track stretching out in front of me, I faced the vast audience of teachers, board members, and my teammates. I felt my adrenaline build, and reassured myself: I’ve put in the work, my argument is powerful and sound. As the board president told me to introduce myself, I heard, “runners set” in the back of my mind. She finished speaking, and Bang! The brief silence was the gunshot for me to begin. 

The next few minutes blurred together, but when the dust settled, I knew from the board members’ expressions and the audience’s thunderous approval that I had run quite a race. Unfortunately, it wasn’t enough; the board voted down our proposal. I was disappointed, but proud of myself, my team, and our collaboration off the track. We stood up for a cause we believed in, and I overcame my worries about being a leader. Although I discovered that changing the status quo through an elected body can be a painstakingly difficult process and requires perseverance, I learned that I enjoy the challenges this effort offers. Last month, one of the school board members joked that I had become a “regular” – I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Just as Stark taught me, I worked passionately to achieve my goal. I may have been beaten when I appealed to the board, but I certainly didn’t lose, and that would have made Stark proud.

While the writer didn’t succeed in getting the track dedicated to Coach Stark, their essay is certainly successful in showing their willingness to push themselves and take initiative.

The essay opens with a quote from Coach Stark that later comes full circle at the end of the essay. We learn about Stark’s impact and the motivation for trying to get the track dedicated to him.

One of the biggest areas of improvement in the intro, however, is how the essay tells us Stark’s impact rather than showing us: His care, dedication, and emphasis on developing good character has left an enduring impact on me and hundreds of other students. Not only did he help me discover my talent and love for running, but he also taught me the importance of commitment and discipline and to approach every endeavor with the passion and intensity that I bring to running.

The writer could’ve helped us feel a stronger emotional connection to Stark if they had included examples of Stark’s qualities, rather than explicitly stating them. For example, they could’ve written something like: Stark was the kind of person who would give you gas money if you told him your parents couldn’t afford to pick you up from practice. And he actually did that—several times. At track meets, alumni regularly would come talk to him and tell him how he’d changed their lives. Before Stark, I was ambivalent about running and was on the JV team, but his encouragement motivated me to run longer and harder and eventually make varsity. Because of him, I approach every endeavor with the passion and intensity that I bring to running.

The essay goes on to explain how the writer overcame their apprehension of public speaking, and likens the process of submitting an appeal to the school board to running a race. This metaphor makes the writing more engaging and allows us to feel the student’s emotions.

While the student didn’t ultimately succeed in getting the track dedicated, we learn about their resilience and initiative: I now often show up to meetings to advocate for a variety of causes, including better environmental practices in cafeterias and safer equipment for athletes.

Overall, this essay is well-done. It demonstrates growth despite failing to meet a goal, which is a unique essay structure. The running metaphor and full-circle intro/ending also elevate the writing in this essay.

Essay 6: Body Image

CW: This essay mentions eating disorders.

I press the “discover” button on my Instagram app, hoping to find enticing pictures to satisfy my boredom. Scrolling through, I see funny videos and mouth-watering pictures of food. However, one image stops me immediately. A fit teenage girl with a “perfect body” relaxes in a bikini on a beach. Beneath it, I see a slew of flattering comments. I shake with disapproval over the image’s unrealistic quality. However, part of me still wants to have a body like hers so that others will make similar comments to me.

I would like to resolve a silent issue that harms many teenagers and adults: negative self image and low self-esteem in a world where social media shapes how people view each other. When people see the façades others wear to create an “ideal” image, they can develop poor thought patterns rooted in negative self-talk. The constant comparisons to “perfect” others make people feel small. In this new digital age, it is hard to distinguish authentic from artificial representations.

When I was 11, I developed anorexia nervosa. Though I was already thin, I wanted to be skinny like the models that I saw on the magazine covers on the grocery store stands. Little did I know that those models probably also suffered from disorders, and that photoshop erased their flaws. I preferred being underweight to being healthy. No matter how little I ate or how thin I was, I always thought that I was too fat. I became obsessed with the number on the scale and would try to eat the least that I could without my parents urging me to take more. Fortunately, I stopped engaging in anorexic behaviors before middle school. However, my underlying mental habits did not change. The images that had provoked my disorder in the first place were still a constant presence in my life.

By age 15, I was in recovery from anorexia, but suffered from depression. While I used to only compare myself to models, the growth of social media meant I also compared myself to my friends and acquaintances. I felt left out when I saw my friends’ excitement about lake trips they had taken without me. As I scrolled past endless photos of my flawless, thin classmates with hundreds of likes and affirming comments, I felt my jealousy spiral. I wanted to be admired and loved by other people too. However, I felt that I could never be enough. I began to hate the way that I looked, and felt nothing in my life was good enough. I wanted to be called “perfect” and “body goals,” so I tried to only post at certain times of day to maximize my “likes.” When that didn’t work, I started to feel too anxious to post anything at all.  

Body image insecurities and social media comparisons affect thousands of people – men, women, children, and adults – every day. I am lucky – after a few months of my destructive social media habits, I came across a video that pointed out the illusory nature of social media; many Instagram posts only show off good things while people hide their flaws. I began going to therapy, and recovered from my depression. To address the problem of self-image and social media, we can all focus on what matters on the inside and not what is on the surface. As an effort to become healthy internally, I started a club at my school to promote clean eating and radiating beauty from within. It has helped me grow in my confidence, and today I’m not afraid to show others my struggles by sharing my experience with eating disorders. Someday, I hope to make this club a national organization to help teenagers and adults across the country. I support the idea of body positivity and embracing difference, not “perfection.” After all, how can we be ourselves if we all look the same?

This essay covers the difficult topics of eating disorders and mental health. If you’re thinking about covering similar topics in your essay, we recommend reading our post Should You Talk About Mental Health in College Essays?

The short answer is that, yes, you can talk about mental health, but it can be risky. If you do go that route, it’s important to focus on what you learned from the experience.

We can see that the writer of this essay has been through a lot, and a strength of their essay is their vulnerability, in excerpts such as this: I wanted to be admired and loved by other people too. However, I felt that I could never be enough. I began to hate the way that I looked, and felt nothing in my life was good enough. I wanted to be called “perfect” and “body goals,” so I tried to only post at certain times of day to maximize my “likes.”

The student goes on to share how they recovered from their depression through an eye-opening video and therapy sessions, and they’re now helping others find their self-worth as well. It’s great that this essay looks towards the future and shares the writer’s goals of making their club a national organization; we can see their ambition and compassion.

The main weakness of this essay is that it doesn’t focus enough on their recovery process, which is arguably the most important part. They could’ve told us more about the video they watched or the process of starting their club and the interactions they’ve had with other members.

Still, this essay shows us that this student is honest, self-aware, and caring, which are all qualities admissions officer are looking for.

Essay 7: Health Crisis

Tears streamed down my face and my mind was paralyzed with fear. Sirens blared, but the silent panic in my own head was deafening. I was muted by shock. A few hours earlier, I had anticipated a vacation in Washington, D.C., but unexpectedly, I was rushing to the hospital behind an ambulance carrying my mother. As a fourteen-year-old from a single mother household, without a driver’s license, and seven hours from home, I was distraught over the prospect of losing the only parent I had. My fear turned into action as I made some of the bravest decisions of my life. 

Three blood transfusions later, my mother’s condition was stable, but we were still states away from home, so I coordinated with my mother’s doctors in North Carolina to schedule the emergency operation that would save her life. Throughout her surgery, I anxiously awaited any word from her surgeon, but each time I asked, I was told that there had been another complication or delay. Relying on my faith and positive attitude, I remained optimistic that my mother would survive and that I could embrace new responsibilities.

My mother had been a source of strength for me, and now I would be strong for her through her long recovery ahead. As I started high school, everyone thought the crisis was over, but it had really just started to impact my life. My mother was often fatigued, so I assumed more responsibility, juggling family duties, school, athletics, and work. I made countless trips to the neighborhood pharmacy, cooked dinner, biked to the grocery store, supported my concerned sister, and provided the loving care my mother needed to recover. I didn’t know I was capable of such maturity and resourcefulness until it was called upon. Each day was a stage in my gradual transformation from dependence to relative independence.

Throughout my mother’s health crisis, I matured by learning to put others’ needs before my own. As I worried about my mother’s health, I took nothing for granted, cherished what I had, and used my daily activities as motivation to move forward. I now take ownership over small decisions such as scheduling daily appointments and managing my time but also over major decisions involving my future, including the college admissions process. Although I have become more independent, my mother and I are inseparably close, and the realization that I almost lost her affects me daily. Each morning, I wake up ten minutes early simply to eat breakfast with my mother and spend time with her before our busy days begin. I am aware of how quickly life can change. My mother remains a guiding force in my life, but the feeling of empowerment I discovered within myself is the ultimate form of my independence. Though I thought the summer before my freshman year would be a transition from middle school to high school, it was a transformation from childhood to adulthood.

This essay feels real and tells readers a lot about the writer. To start at the beginning, the intro is 10/10. It has drama, it has emotions, and it has the reader wanting more.

And, when you keep going, you get to learn a lot about a very resilient and mature student. Through sentences like “I made countless trips to the neighborhood pharmacy, cooked dinner, biked to the grocery store, supported my concerned sister, and provided the loving care my mother needed to recover” and “Relying on my faith and positive attitude, I remained optimistic that my mother would survive and that I could embrace new responsibilities,” the reader shows us that they are aware of their resilience and maturity, but are not arrogant about it. It is simply a fact that they have proven through their actions!

This essay makes us want to cheer for the writer, and they certainly seem like someone who would thrive in a more independent college environment.

Essay 8: Turned Tables

“You ruined my life!” After months of quiet anger, my brother finally confronted me. To my shame, I had been appallingly ignorant of his pain.

Despite being twins, Max and I are profoundly different. Having intellectual interests from a young age that, well, interested very few of my peers, I often felt out of step in comparison with my highly-social brother. Everything appeared to come effortlessly for Max and, while we share an extremely tight bond, his frequent time away with friends left me feeling more and more alone as we grew older.

When my parents learned about The Green Academy, we hoped it would be an opportunity for me to find not only an academically challenging environment, but also – perhaps more importantly – a community. This meant transferring the family from Drumfield to Kingston. And while there was concern about Max, we all believed that given his sociable nature, moving would be far less impactful on him than staying put might be on me.

As it turned out, Green Academy was everything I’d hoped for. I was ecstatic to discover a group of students with whom I shared interests and could truly engage. Preoccupied with new friends and a rigorous course load, I failed to notice that the tables had turned. Max, lost in the fray and grappling with how to make connections in his enormous new high school, had become withdrawn and lonely. It took me until Christmas time – and a massive argument – to recognize how difficult the transition had been for my brother, let alone that he blamed me for it.

Through my own journey of searching for academic peers, in addition to coming out as gay when I was 12, I had developed deep empathy for those who had trouble fitting in. It was a pain I knew well and could easily relate to. Yet after Max’s outburst, my first response was to protest that our parents – not I – had chosen to move us here. In my heart, though, I knew that regardless of who had made the decision, we ended up in Kingston for my benefit. I was ashamed that, while I saw myself as genuinely compassionate, I had been oblivious to the heartache of the person closest to me. I could no longer ignore it – and I didn’t want to.

We stayed up half the night talking, and the conversation took an unexpected turn. Max opened up and shared that it wasn’t just about the move. He told me how challenging school had always been for him, due to his dyslexia, and that the ever-present comparison to me had only deepened his pain.

We had been in parallel battles the whole time and, yet, I only saw that Max was in distress once he experienced problems with which I directly identified. I’d long thought Max had it so easy – all because he had friends. The truth was, he didn’t need to experience my personal brand of sorrow in order for me to relate – he had felt plenty of his own.

My failure to recognize Max’s suffering brought home for me the profound universality and diversity of personal struggle; everyone has insecurities, everyone has woes, and everyone – most certainly – has pain. I am acutely grateful for the conversations he and I shared around all of this, because I believe our relationship has been fundamentally strengthened by a deeper understanding of one another. Further, this experience has reinforced the value of constantly striving for deeper sensitivity to the hidden struggles of those around me. I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story.

Here you can find a prime example that you don’t have to have fabulous imagery or flowery prose to write a successful essay. You just have to be clear and say something that matters. This essay is simple and beautiful. It almost feels like having a conversation with a friend and learning that they are an even better person than you already thought they were.

Through this narrative, readers learn a lot about the writer—where they’re from, what their family life is like, what their challenges were as a kid, and even their sexuality. We also learn a lot about their values—notably, the value they place on awareness, improvement, and consideration of others. Though they never explicitly state it (which is great because it is still crystal clear!), this student’s ending of “I won’t make the mistake again of assuming that the surface of someone’s life reflects their underlying story” shows that they are constantly striving for improvement and finding lessons anywhere they can get them in life.

Where to Get Your Overcoming Challenges Essays Edited

Do you want feedback on your Overcoming Challenges essays? After rereading your essays countless times, it can be difficult to evaluate your writing objectively. That’s why we created our free Peer Essay Review tool , where you can get a free review of your essay from another student. You can also improve your own writing skills by reviewing other students’ essays. 

If you want a college admissions expert to review your essay, advisors on CollegeVine have helped students refine their writing and submit successful applications to top schools. Find the right advisor for you to improve your chances of getting into your dream school!

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